EDU IGCSE Core and Extended Maths Executive Preview Digital 23

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Executive
Preview
Cambridge IGCSE™
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Mathematics
Core and Extended PL
MULTI-COMPONENT SAMPLE
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Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Dear Cambridge Teacher,

Welcome to the third edition of our Cambridge IGCSE™ Mathematics Core and Extended series, which
supports the revised Cambridge IGCSE and IGCSE (9–1) Mathematics syllabuses (0580/0980) for ex-
amination from 2025. We have developed this new edition through extensive research with teachers
around the world to provide you and your learners with the support you need, where you need it. You
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can be confident that this series supports all aspects of the revised syllabuses.
This Executive Preview contains sample content from the series, including:
• A guide explaining how to use the series
• A guide explaining how to use each resource
• The table of contents from each resource
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We have updated the ‘Worked examples’ alongside engaging exercise sets, to include a step-by-step
process of working through a question or problem. A ‘Link’ feature presents real-world examples to
relate mathematics to everyday life. Further student support comes in the form of a ‘Mathematical
connections’ feature, providing connections between coursebook topics and mathematical skills. With
the move to a non-calculator paper in the assessment for both Core and Extended students, we have
also flagged some questions with a non-calculator icon to provide learners with additional practice
opportunities and help them feel prepared.
We are pleased to include a series of investigative projects authored by NRICH (a collaboration between
the Faculties of Mathematics and Education at the University of Cambridge). Five of these projects
appear in the coursebook to facilitate pair, small group and whole-class work. The digital teacher’s
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resource provides full support and guidance on these projects. Our digital teacher’s resource focuses
on key syllabus points and pedagogical approaches. The practice book for learners is offered as a Core
Practice Book and a separate Extended Practice Book to differentiate and offer sufficient challenge – find
out more in our resource guide pages.
We are also delighted to present our new digital formative assessment tool. Accessed through your
Cambridge GO subscription, this resource helps you gauge prior student knowledge and overcome
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student misconceptions.
Finally, we are happy to introduce Cambridge Online Mathematics, hosted on our Cambridge GO
platform. Cambridge Online Mathematics provides enhanced teacher and student support; it can be
used to create virtual classrooms allowing you to blend print and digital resources into your teaching,
in the classroom or as homework. Cambridge Online Mathematics contains all coursebook content in
a digital format, an additional 4,000 quiz questions, worksheets, guided walkthroughs of new skills and
reporting functionality for teachers. The platform is easy to use, tablet-friendly and flexible.
We hope you enjoy this new series of resources. Visit our website to view the full series or speak to
your local sales representative. You can find their details here:
cambridge.org/gb/education/find-your-sales-consultant
With best wishes from the Cambridge team,
Arifah A. Khan
Commissioning Editor for IGCSE™ Mathematics Core and Extended
Cambridge University Press and Assessment
How to use this series

This suite of resources supports learners and teachers following the Cambridge
IGCSE™ and IGCSE (9–1) Mathematics syllabuses (0580/0980). Up-to-date
metacognition techniques have been incorporated throughout the resources to meet
the changes in the syllabus and develop a complete understanding of mathematics for
learners. All of the components in the series are designed to work together.
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The coursebook contains six units that together offer complete coverage of
the syllabus. We have worked with NRICH to provide a variety of new project
activities, designed to engage learners and strengthen their problem-solving
Cambridge IGCSE™ skills. A new Mathematical Connections feature creates a holistic view of
Mathematics mathematics to help learners identify links between themes and topics. Each
Core and Extended chapter contains opportunities for formative assessment, differentiation
Third edition
COURSEBOOK
Karen Morrison & Nick Hamshaw
with Cambridge Online Mathematics
The digital teacher’s resource provides extensive guidance

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and peer and self-assessment offering learners the support needed to make
progress. Cambridge Online Mathematics is available through the digital/
print bundle option or on its own without the print coursebook. Learners can
review content digitally, explore worked examples and test their knowledge
with practice questions and answers. Teachers benefit from the ability to set
tests and tasks with the added auto-marking functionality and a reporting
dashboard to help track learner progress quickly and easily.
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on how to teach the course, including suggestions for
Cambridge IGCSE™
differentiation, formative assessment and language Mathematics
support, teaching ideas and PowerPoints. The Teaching Core and Extended
Skills Focus shows teachers how to incorporate a
variety of key pedagogical techniques into teaching,
including differentiation, assessment for learning, and
metacognition. Answers for all components are accessible
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to teachers for free on the Cambridge GO platform.

Digital Teacher’s Resource
There are two practice books available, one for the core content of the
Cambridge IGCSE™ syllabus and the other for learners studying extended content. These
Mathematics resources, which can be used in class or assigned as homework, provide
Core a wide variety of extra maths activities and questions to help learners
PRACTICE BOOK
Karen Morrison
consolidate their learning and prepare for assessment. ‘Tips’ are also
regularly featured to give learners extra advice and guidance on the
different areas of maths they encounter. Access to the digital versions
of the practice books is included, and answers can be found either here
or in the back of the books.
Third edition with Digital Version
xi
Cambridge Online
Mathematics
Discover our enhanced digital mathematics support
for Cambridge Lower Secondary, Cambridge
IGCSE™ and Cambridge International AS & A Level
Mathematics – endorsed by Cambridge Assessment
International Education.
Available in 2023
New content to support

the following syllabuses:
• Cambridge IGCSE
Mathematics
• Cambridge IGCSE
International
Mathematics
• Cambridge IGCSE
and O Level Additional
Mathematics
Features can include:

• Guided walkthroughs of key mathematical concepts for students
• Teacher-set tests and tasks with auto–marking functionality
• A reporting dashboard to help you track student progress quickly
and easily
• A test generator to help students practise and refine their skills – ideal
for revision and consolidating knowledge
Free trials
A free trial will be available for Cambridge IGCSE Mathematics
in 2023. In the meantime, please visit https://bit.ly/3TUGl4l for
a free trial of our Cambridge Lower Secondary and Cambridge
International AS & A Level Mathematics versions.
Cambridge IGCSE™
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Mathematics
Core and Extended PL COURSEBOOK
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Third edition Digital Access
Contents
Contents
Introductionviii
How to use this book ix
How to use this series xi
Acknowledgementsxii
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Unit 1 Unit 2
1 Review of number concepts 1 5 Fractions, percentages and
1.1 Different types of numbers 3 standard form 149
1.2
1.3
1.4
1.5
1.6
1.7
Multiples and factors
Prime numbers
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Working with directed numbers
Powers, roots and laws of indices
Order of operations
Rounding and estimating
2 Making sense of algebra

2.1 Using letters to represent unknown
6
9
14
17
26
31
38
5.1
5.2
5.3
5.4
Revisiting fractions
Operations on fractions
Percentages159
Standard form
6 Equations, factors and formulae 180

6.1
6.2
6.3
Solving equations
151
153
170
Factorising algebraic expressions

Rearranging formula
181
186
189
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values40
2.2 Substitution43 7 Perimeter, area and volume 194
2.3 Simplifying expressions 47 7.1 Perimeter and area in two dimensions 195
2.4 Working with brackets 53 7.2 Three-dimensional objects 212
2.5 Indices57 7.3 Surface areas and volumes of solids 214
3 Lines, angles and shapes 70 8 Introduction to probability 228

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3.1 Lines and angles 72 8.1 Understanding basic probability 229

3.2 Triangles86 8.2 Sample space diagrams 235
3.3 Quadrilaterals91 8.3 Combining independent and mutually
exclusive events 239
3.4 Polygons94
3.5 Circles97 Past paper questions for Unit 2 246
3.6 Construction99
4 Collecting, organising and Unit 3

displaying data 107 9 Sequences, surds and sets 253
4.1 Collecting and classifying data 110 9.1 Sequences255
4.2 Organising data 113 9.2 Rational and irrational numbers 269
4.3 Using charts to display data 125 9.3 Surds273
9.4 Sets285
Past paper questions for Unit 1 145
v
CAMBRIDGE IGCSE™ MATHEMATICS: CORE & EXTENDED COURSEBOOK
10 Straight lines and quadratic 15 Scale drawings, bearings and

equations300 trigonometry471
10.1 Straight line graphs 301 15.1 Scale drawings 472
10.2 Quadratic expressions and equations 321 15.2 Bearings476
15.3 Understanding the tangent, cosine and
11 Pythagoras’ theorem and similar sine ratios 479
shapes335 15.4 Exact trigonometric ratios 495
11.1 Pythagoras’ theorem 337 15.5 Solving problems using trigonometry 499
11.2 Understanding similar triangles 344 15.6 Sines, cosines and tangents of angles
11.3 Understanding similar shapes 349 greater than 90° 505
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11.4 Understanding congruence 360 15.7 The sine and cosine rules 510
15.8 Area of a triangle 519
12 Averages and measures of 15.9 Trigonometry in three dimensions 523
spread366
12.1 Different types of averages 367 16 Scatter diagrams and correlation 531
12.2
12.3
12.4
12.5
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Making comparisons using averages
and ranges
Calculating averages and ranges for
frequency data
Estimating the mean and finding the
modal class for grouped data
Quartiles383
Past paper questions for Unit 3

371
375
380
392
16.1 Introduction to bivariate data
Past paper questions for Unit 4
Unit 5
17 Managing money
17.1
17.2
Earning money
Borrowing and investing money
532
543
551
553
558
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17.3 Buying and selling 571
Unit 4
18 Curved graphs 581
13 Understanding measurement 400 18.1 Review of quadratic graphs
13.1 Understanding units 401 (the parabola) 584
13.2 Time405 18.2 Drawing reciprocal graphs
13.3 Limits of accuracy – upper and (the hyperbola) 596
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lower bounds 409 18.3 Using graphs to solve quadratic

13.4 Conversion graphs 418 equations602
13.5 Exchanging currencies 421 18.4 Simultaneous linear and non-linear
equations605
14 Further solving of equations and 18.5 Other non-linear graphs 608
inequalities427 18.6 Finding the gradient of a curve 620
14.1 Simultaneous linear equations 428 18.7 Derivatives of functions 624
14.2 Linear inequalities 440
19 Symmetry641
14.3 Regions in a plane 445
19.1 Symmetry in two dimensions 643
14.4 Completing the square 452
19.2 Symmetry in three dimensions 649
14.5 Quadratic formula 455
19.3 Symmetry properties of circles 651
14.6 Factorising quadratics where the
19.4 Angle relationships in circles 656
coefficient of x2 is not 1 459
14.7 Algebraic fractions 461
vi
Contents
20 Histograms and cumulative

frequency diagrams 671
20.1 Histograms673
20.2 Cumulative frequency 680
Unit 6
21 Ratio, rate and proportion 710
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21.1 Working with ratio 712
21.2 Ratio and scale 720
21.3 Rates725
21.4 Kinematic graphs 729
21.5 Proportion739
21.6
22 More equations, formulae and

functions754
22.1
22.2
22.3
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Direct and inverse proportion in
algebraic terms
Setting up equations to solve

problems756
Using and rearranging formulae
Functions and function notation
745
763
768
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23 Transformations and vectors 781
23.1 Simple plane transformations 783
23.2 Further transformations 801
23.3 Vectors809
24 Probability using tree diagrams

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and Venn diagrams 830

24.1 Using tree diagrams to show
outcomes832
24.2 Calculating probability from
tree diagrams833
Venn diagrams837
24.4 Conditional probability 843

Glossary867
Index872
vii
How to use this book

Throughout this book, you will notice lots of different features that will help your learning. These are explained below.
IN THIS CHAPTER YOU WILL: Exercise 9.1

These set the scene for each chapter, help with Appearing throughout the text, exercises give you
navigation through the coursebook and indicate a chance to check that you have understood the
topic you have just learned about and practise the
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the important concepts in each topic.
mathematical skills you have learned. You can find the
answers to these questions in the digital version of the
Coursebook on Cambridge GO.
Extended Content
Where content is intended for students who are INVESTIGATION/DISCUSSION
GETTING STARTED
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studying the Extended content of the syllabus as well
as the Core, this is indicated using the arrow and the
bar, as on the left here.
These boxes contain questions and activities on

subject knowledge you will need before starting
this chapter.
These boxes contain questions and activities
that will allow you to extend your learning by
investigating a problem, or by discussing it
with classmates.
WORKED EXAMPLE 4
These boxes show you the step-by-step process
to work through an example question or problem,
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giving you the skills to work through questions
KEY WORDS yourself.
The key vocabulary appears in a box at the
start of each chapter, and is highlighted in the
text when it is first introduced. You will also find LINK
definitions of these words in the Glossary at the
This feature presents real-world examples
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back of this Coursebook.

and applications of the content in a chapter,
encouraging you to look further into topics.
Many of these examples, particularly ones that
TIP link to other syllabus subjects, extend beyond the
syllabus and are presented solely for interest.
The information in this feature will help you
complete the exercises, and give you support in
areas that you might find challenging or confusing.
REFLECTION
These activities ask you to think about the
APPLY YOUR SKILLS approach that you take to your work, and how
you might improve this in the future.
These activities give you an opportunity to apply
your understanding of a concept to a real-world
context. You can find answers to these questions
in the digital version of the Coursebook. This icon shows you where you should complete
an exercise without using your calculator.
ix
MATHEMATICAL CONNECTIONS Practice Questions

This feature will help you to link content in the Questions at the end of each chapter provide more
chapter to what you have already learned, and demanding practice, some of which may require use
of knowledge from previous chapters. Answers to
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highlights where you will use your understanding
again in the course. these questions can be found in the digital version of
the Coursebook on Cambridge GO.
SUMMARY
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There is a summary of key points at the end of each chapter.
SELF/PEER ASSESSMENT
At the end of some exercises you will find opportunities to help you assess your own work, or that of your
classmates, and consider how you can improve the way you learn.
Projects from NRICH allow you to apply your

learning from several chapters. They may give you
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the opportunity to extend your learning beyond the
syllabus if you want to.
Past paper questions at the end of each unit give
further practice in applying your learning from the
previous chapters. Although all past paper questions
were taken from calculator-based papers, we have
marked some of the questions as non-calculator to
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indicate that you could try to answer these without

your calculator for additional practice.
Answers to these questions can be found on
Cambridge GO.
If a question asks you to complete a diagram/table/
graph, you can find a printable copy of this in the Past
Paper Questions Resource Sheets, which are available
to download from Cambridge GO.
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Unit 1Chapter 1
Review of
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Two line
number
heading PL
concepts
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IN THIS CHAPTER YOU WILL:

• identify and classify different types of numbers
• find common factors and common multiples of numbers
• write numbers as products of their prime factors
• work with integers used in real-life situations
• calculate with powers and roots of numbers
• understand the meaning of indices
• use the rules of indices
• revise the basic rules for operating with numbers
• perform basic calculations using mental methods and with a calculator
• round numbers in different ways to estimate and approximate answers.
1
GETTING STARTED KEY WORDS

1 A lot of the work in this chapter is revision. Look through the chapter to base
see what is covered.
composite number
a Are there any parts of this chapter that you could confidently skip?
Explain why. cube
b If you only had to do three topics in this chapter, which would you cube root
choose? Why?
exponent
2 Look at this completed 8 1
a b c
2
cross-number puzzle. d e f factor
2 3 8 6 4 0 9 6
a Write a set of clues for the index
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g
puzzle. Each clue should 7 0 4 1 1

h i j k l
include at least one of the 9 9 3 2 4 4 7 index notation
concepts from this chapter. 4 0 0 integer
m n o
b Find the sum of the three 3 6 2 7 2 7
p q irrational number
greatest numbers. 1 2 8 3 0
3
Write the answer in words.
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Write each of the following using only
numbers and brackets if needed.
a nine cubed
b twelve squared
c seven to the power of five
u
0
0
6 0 2
d the reciprocal of three to the power of two

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5
r
e the reciprocal of three-quarters to the power of zero

f nine to the power of half
g fourteen billion, ten thousand and nineteen
s
2 4 7
9
3
t
0
1 0 0
multiple
power
prime factor
prime number
rational number
reciprocal
square number
square root
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4 Look at this Problem involving
decision diagram calculation
for problems
involving
calculation. Is an approximate Do you need an
answer good exact answer?
enough?
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Use mental Use a Use a written

strategies calculator method
Estimate the
solution.
a Give an example of a problem where an approximate answer is

good enough.
b How do you decide which method to use when an exact answer
is needed?
c Estimates are useful for all of the methods in this decision tree.
How could you convince someone that it is important to estimate
even if you can use a calculator?
2
1 Review of number concepts
The statue shown in the photograph is a replica of a 22 000-year-old bone found in the
Congo Basin. The real bone is only 10 cm long and it is carved with groups of notches
that represent numbers. One column lists the prime numbers from 10 to 20. It is one
of the earliest examples of a number system using tallies. What do you think ancient
civilisations used tallies for?
Our modern number system is called the Hindu-Arabic system because it was
developed by Hindus and spread by Arab traders who brought it with them when
they moved to different places in the world. The Hindu-Arabic system is decimal.
This means it uses place value based on powers of ten. Any number at all, including
decimals and fractions, can be written using place value and the digits from 0 to 9.
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1.1 Different types of numbers
Make sure you know the correct mathematical words for the types of numbers in
the table.
Number
Natural
number
Odd number
Even number
Integer
Definition
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Any whole number from 1 to infinity,
sometimes called ‘counting numbers’.
0 is not included.
A whole number that cannot be divided
exactly by 2.
A whole number that can be divided
exactly by 2.
Any of the negative and positive whole
numbers, including zero.
Example
1, 2, 3, 4, 5, …
1, 3, 5, 7, …
2, 4, 6, 8, …
… −3, −2, −1, 0, 1, 2, 3, …

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Prime number A whole number greater than 1 which 2, 3, 5, 7, 11, …
has only two factors: the number itself
and 1.
Square The product obtained when an integer 1, 4, 9, 16, … TIP
number is multiplied by itself.
Fraction A number representing part of a whole 1 __
__ 1 __
1 __ 13
1 ___ ‘Find the product’
a    ,    ,    ,    ,     means ‘multiply’.
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number, written in the form __

   , where a 2 4 3 8 3
b So, the product of
and b are non-zero integers. 3 and 4 is 12,
Decimal A number that used place value and a 0.5, 0.2, 0.08, 1.7 i.e. 3 × 4 = 12.
decimal point to show a fraction.
The set of real numbers is made up of rational numbers and irrational numbers.
a
Rational numbers can be written as fractions in the form  __  where a and b are non-zero MATHEMATICAL
b
integers. The set of rational numbers includes all integers, all fractions, all terminating CONNECTIONS
decimals and all recurring decimals.
You will deal with
Irrational numbers cannot be written as fractions. The set of irrational numbers rational and irrational
consists of non-terminating,
_ non-recurring decimals. The square root_of a non-square numbers in more
3
number (such as √ 2 ), the cube root of a non-cube number (such as √ 12 ) and p are all detail in Chapter 9.
irrational numbers.
3
LINK
_
Some numbers, for example √ − 1 and other roots of negative numbers, are
not real numbers. They are neither rational nor irrational. Mathematicians call
these imaginary numbers and you may learn about them if you study maths
beyond Cambridge IGCSE.
Exercise 1.1
1
1 Here is a set of numbers: {−4, −1, 0,  __ , 0.75, 3, 4, 6, 11, 16, 19, 25} MATHEMATICAL
2
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List the numbers from this set that are: CONNECTIONS
a natural numbers b even numbers c odd numbers You will learn much
d integers e negative integers f fractions more about sets in
g square numbers h prime numbers i neither square nor prime. Chapter 9. For now,
just think of a set as
2
3
List:
a the next four odd numbers after 107
d the first five square numbers PL

b four consecutive even numbers between 2008 and 2030
c all odd numbers between 993 and 1007
e four decimal fractions that are smaller than 0.5

f
State whether the following will be odd or even.

1
four common fractions that are greater than  __  but smaller than __
2
3
   .
4
a list of numbers or
other items that are
often placed inside
curly brackets.
TIP
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a the sum of two odd numbers
b the sum of two even numbers Remember that a
‘sum’ is the result of
c the sum of an odd and an even number an addition. The term
d the square of an odd number is often used for any
e the square of an even number calculation in early
f an odd number multiplied by an even number mathematics, but
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its meaning is very

specific at this level.
INVESTIGATION
4 There are many other types of numbers. Find out what these numbers are TIP
and give an example of each.
a Perfect numbers Being able to
communicate
b Palindromic numbers
information
c Narcissistic numbers (in other words, numbers that love themselves!) effectively is a key
21st-century skill. As
you work, think about
what you are being
asked to do in this
task and how best to
present your answers.
4
Using symbols to link numbers

Mathematicians use numbers and symbols to write mathematical information in the
shortest, clearest way possible.
Exercise 1.2
1 Rewrite each of these statements using mathematical symbols.
a 19 is less than 45
b 12 plus 18 is equal to 30
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1 TIP
c 0.5 is equal to  __ 
2
0.8 is not equal to 8.0 Remember:
d
= is equal to
e −34 is less than 2 times −16
≠ is not equal to
f therefore the number x equals the square root of 72
g
h
i
j
k
l
m
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a number (x) is less than or equal to negative 45
p is approximately equal to 3.14
5.1 is greater than 5.01
the sum of 3 and 4 is not equal to the product of 3 and 4
the difference between 12 and −12 is greater than 12
the sum of −12 and −24 is less than 0
the product of 12 and a number (x) is approximately −40
, is less than
< is less than or
__
equal to
. is greater than
> is greater than or
equal to
∴ therefore
√ the positive
square root of
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2 Say whether these mathematical statements are true or false.
a 0.599 > 6.0 b 5 × 1999 is approximately equal to 10 000
1
c 8.1 = 8 ___  d 6.2 + 4.3 = 4.3 + 6.2
10
e 20 × 9 > 21 × 8 f 6.0 = 6
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g −12 . −4 h 19.9 < 20

_
i 1000 . 199 × 5 j √ 16 = 4
k 35 × 5 × 2 ≠ 350 l 20 ÷ 4 = 5 ÷ 20
m 20 − 4 ≠ 4 − 20 n 20 × 4 ≠ 4 × 20
INVESTIGATION
3 Work with a partner.

a Look at the symbols used on the keys of your calculator. Say what
each one means in words.
b List any symbols that you do not know. Try to find out what each
one means.
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1.2 Multiples and factors

Multiples
A multiple of a number is found when you multiply that number by a positive integer.
You can think of the multiples of a number as the ‘times table’ for that number.
For example, the multiples of 3 are 3 × 1 = 3, 3 × 2 = 6, 3 × 3 = 9 and so on.
The first multiple of any number is the number itself.
WORKED EXAMPLE 1
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a What are the first three multiples of 12?
b Is 300 a multiple of 12?
Answers
a 12, 24, 36 Multiply 12 by 1, 2 and then 3.

b

Yes, 300 is a multiple
of 12.
Exercise 1.3
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12 × 1 = 12
12 × 2 = 24
12 × 3 = 36
Divide 300 by 12. If it goes exactly, then 300 is
a multiple of 12.
300 ÷ 12 = 25
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1 List the first five multiples of:
a 12 b 3 c 5 d 8
e 9 f 10 g 12 h 100
2 Use a calculator to find and list the first ten multiples of:
a 29 b 44 c 75 d 114
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e 299 f 350 g 1012 h 9123

3 List:
a the multiples of 4 between 29 and 53
b the multiples of 50 less than 400
c the multiples of 100 between 4000 and 5000.
4 Here are five numbers: 576, 396, 354, 792, 1164. Which of these are multiples of 12?
5 Which of the following numbers are not multiples of 27?
324 783 816 837 1116
The lowest common multiple (LCM)

The lowest common multiple of two or more numbers is the smallest number that is a
multiple of all the given numbers.
6
WORKED EXAMPLE 2
Find the lowest common multiple of 4 and 7.
Answer
M4 = 4, 8, 12, 16, 20, 24, 28, 32 List several multiples of 4.
TIP
M7 = 7, 14, 21, 28, 35, 42 List several multiples of 7. M4 means the
LCM = 28 Find the lowest number that appears multiples of 4.
in both sets. This is the LCM.
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MATHEMATICAL
Exercise 1.4 CONNECTIONS
1 Find the lowest common multiple of: Later in this chapter
a 2 and 5 b 8 and 10 c 6 and 4 you will see how
d 3 and 9 e 35 and 55 f 6 and 11 prime factors can be
Factors
Give a reason for your answer.
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Is it possible to find the highest common multiple of two or more numbers?
A factor is a number that divides exactly into another number with no remainder.
For example, 2 is a factor of 16 because it goes into 16 exactly 8 times. 1 is a factor of
every number. The largest factor of any number is the number itself.
used to find LCMs.
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WORKED EXAMPLE 3
a 12 b 25 c 110
Answers
a F12 = 1, 2, 3, 4, 6, 12 Find pairs of numbers that multiply
to give 12: TIP
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1 × 12 F12 means the factors

2×6 of 12.
3×4
b F25 = 1, 5, 25 Write the factors in numerical order.

1 × 25
5×5
Do not repeat the 5.
c F110 = 1, 2, 5, 10, 11, 22, 55, 110 1 × 110

2 × 55
5 × 22
10 × 11
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Exercise 1.5
1 List all the factors of:
a 4 b 5 c 8 d 11 e 18
f 12 g 35 h 40 i 57 j 90
k 100 l 132 m 160 n 153 o 360
2 Which number in each set is not a factor of the given number?

a 14 {1, 2, 4, 7, 14} b 15 {1, 3, 5, 15, 45}
c 21 {1, 3, 7, 14, 21} d 33 {1, 3, 11, 22, 33}
e 42 {3, 6, 7, 8, 14}
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3 State true or false in each case.
a 3 is a factor of 313 b 9 is a factor of 99
c 3 is a factor of 300 d 2 is a factor of 300
e 2 is a factor of 122 488 f 12 is a factor of 60
4
g 210 is a factor of 210
PL h 8 is a factor of 420
What is the smallest factor and the largest factor of any number?
The highest common factor (HCF)

The highest common factor of two or more numbers is the highest number that is a
factor of all the given numbers.
WORKED EXAMPLE 4
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Find the highest common factor of 8 and 24.
Answer
F8 = 1, 2, 4, 8 List the factors of each number.
F24 = 1, 2, 3, 4, 6, 8, 12, 24 Underline factors that appear in both sets.
HCF = 8 Pick out the highest underlined factor (HCF).
SA
Exercise 1.6
1 Find the highest common factor of each pair of numbers.
a 3 and 6 b 24 and 16 c 15 and 40 d 42 and 70
e 32 and 36 f 26 and 36 g 22 and 44 h 42 and 48
2 Not including the factor provided, find two numbers less than 20 that have: MATHEMATICAL
a an HCF of 2 b an HCF of 6 CONNECTIONS
3 What is the highest common factor of two different prime numbers? You will learn how
Give a reason for your answer. to find HCFs using
prime factors later in
the chapter.
8
APPLY YOUR SKILLS TIP

4 Simeon has two lengths of rope. One piece is 72 metres long and the Recognising the type
other is 90 metres long. He wants to cut both lengths of rope into the of problem helps
longest pieces of equal length possible. How long will the pieces be? you to choose the
correct mathematical
5 Ms Sanchez has 40 canvases and 100 tubes of paint to give to the
techniques for solving
students in her art group. What is the largest number of students she
it.
can have if she gives each student an equal number of canvasses and an
equal number of tubes of paint? Word problems
involving HCF usually
6 A jeweller has 300 blue beads, 750 red beads and 900 silver beads, which
involve splitting
are used to make bracelets. Each bracelet must have the same number
E
things into smaller
and colour of beads. What is the maximum number of bracelets that can
pieces or arranging
be made with these beads?
things in equal
groups or rows.
1.3 Prime numbers
PL
Prime numbers have exactly two different factors: one and the number itself.
Composite numbers have more than two factors.
The number 1 has only one factor so it is not prime and it is not composite.
MATHEMATICAL CONNECTIONS
Later in this chapter you will learn how to write integers as products of prime
factors. One of the reasons why it is important for 1 to NOT be defined is
M
prime is to make sure that the prime factorisation of any number is unique.
Finding prime numbers

Over 2000 years ago, a Greek mathematician called Eratosthenes made a simple tool
for sorting out prime numbers. This tool is called the ‘Sieve of Eratosthenes’ and the
diagram shows how it works for prime numbers up to 100.
SA
1 2 3 4 5 6 7 8 9 10 Cross out 1, it is not prime.
11 12 13 14 15 16 17 18 19 20 Circle 2, then cross out other

multiples of 2.
21 22 23 24 25 26 27 28 29 30
Circle 3, then cross out other
31 32 33 34 35 36 37 38 39 40 multiples of 3.
41 42 43 44 45 46 47 48 49 50 Circle the next available number
51 52 53 54 55 56 57 58 59 60 then cross out all its multiples.
61 62 63 64 65 66 67 68 69 70 Repeat until all the numbers in
the table are either circled or
71 72 73 74 75 76 77 78 79 80 crossed out.
81 82 83 84 85 86 87 88 89 90 The circled numbers are the
91 92 93 94 95 96 97 98 99 100 primes.
9
Other mathematicians over the years have developed ways of finding larger and larger
prime numbers. Until 1955, the largest known prime number had less than 1000 digits.
Since the 1970s and the invention of more and more powerful computers, more and
more prime numbers have been found. The graph below shows the number of digits in
the largest known primes since 2000.
You should try to memorise the prime numbers between 1 and 100.
Number of digits in largest known prime number against year found 90 000 000
80 000 000
E
70 000 000
60 000 000
Number of digits
50 000 000 LINK
PL 40 000 000
30 000 000
20 000 000
10 000 000
Today anyone can
join the search for
Mersenne prime
numbers. This project
links thousands of
home computers to
search continuously
for larger and larger
prime numbers
while the computer
M
0 processors have
2000 2002 2004 2006 2008 2010 2012 2014 2016 2018 2020 spare capacity.
Year
Source: https://www.mersenne.org/primes/
INVESTIGATION LINK
SA
Why do mathematicians find prime numbers exciting? Prime numbers are

One reason why prime numbers are interesting and intriguing is because there used in codes and
is a lot about them that we don’t know and that mathematicians have not codebreaking. The
been able to prove. larger the prime you
use, the harder it is to
1 Goldbach’s conjecture (1742) is one of the oldest and best-known break the code. This
unsolved problems in number theory. is why it is more and
a What is Goldbach’s strong conjecture? more important to
b A Peruvian mathematician, Harald Helfgott, has published a largely find larger and larger
accepted proof of Goldbach’s weak conjecture. Find out more about this. primes.
10
INVESTIGATION CONTINUED
2 The Mersenne prime number search relies on massive computing power
to find large primes. There is no other way to work out where the nth
prime number will be or what the distance between large primes will
be. Riemann’s hypothesis (1859) claims you can accurately pinpoint
the distribution of prime numbers. An Indian mathematician, Dr Kumar
Eswaran published a proof for this hypothesis in 2016, but it has received
mixed responses and is not yet fully accepted.
a Riemann built his ideas on the prime number theorem. Find out what
this is and express it in simple language.
E
b Is there a proof for the existence of infinitely-many prime numbers?
3 And just for fun … What is an emirp? Find some examples to show what
these are.
Exercise 1.7
1
3 a
b
PL
Which is the only even prime number?
How many odd prime numbers are there that are less than 50?
List the composite numbers greater than four, but less than 30.
Try to write each composite number on your list as the sum of two prime
numbers. For example: 6 = 3 + 3 and 8 = 3 + 5.
M
4 Twin primes are pairs of prime numbers that differ by two. List the twin prime
pairs up to 100.
5 Is 149 a prime number? Explain how you decided.
Prime factors
SA
Prime factors are the factors of a number that are also prime numbers.
TIP
Every composite whole number can be broken down and written as the product of its
prime factors. You can do this using tree diagrams or using division. Both methods are Remember, a product
shown in Worked example 5. is the answer to a
multiplication. So to
write a number as the
product of its prime
factors you write it
like this:
12 = 2 × 2 × 3.
11
WORKED EXAMPLE 5
Write the following numbers as the product of prime factors.

a 36 b 48
Answers
Using a factor tree
36 48
Write the number as
two factors.
TIP
Prime numbers only
If a factor is a prime
E
12
4 12 have two factors:
3 number, circle it. 1 and the number
itself. As 1 is not a
If a factor is a
prime number, do
composite number,
2 2 3 4 not include it when
3 4 split it into two factors.
expressing a number
Keep splitting until
2 2 2 2
you end up with
two primes.
36 = 2 × 2 × 3 × 3
Using division
2 36
2 18
3 9

PL
48 = 2 × 2 × 2 × 2 × 3
2 48 Divide by the smallest prime number that will

2 24
2 12
into the number exactly.
Continue dividing, using the smallest prime
as a product of
prime factors.
Write the primes in ascending order with × signs.
go
M
3 3
1
2 6 number that will go into your new answer
3 3 each time.
1
Stop when you reach 1.
36 = 2 × 2 × 3 × 3 48 = 2 × 2 × 2 × 2 × 3 Write the prime factors in ascending order with
× signs.
SA
TIP
Choose the method that works best for you and stick to it. Always show your
method when using prime factors.
TIP
Exercise 1.8
1 Express the following numbers as the product of prime factors. When you write your
number as a product
a 30 b 24 c 100 d 225 e 360
of primes, group all
f 504 g 650 h 1125 i 756 j 9240 occurrences of the
same prime number
together.
12
Using prime factors to find the HCF and LCM

When you are working with larger numbers you can determine the HCF or LCM by
expressing each number as a product of its prime factors.
WORKED EXAMPLE 6
Find the HCF of 168 and 180.

Answer
168 = 2 × 2 × 2 × 3 × 7 First express each number as a product of
E
prime factors. Use tree diagrams or division to
do this.
180 = 2 × 2 × 3 × 3 × 5 Underline the factors common to both numbers.
2 × 2 × 3 = 12 Multiply these out to find the HCF.
HCF = 12
WORKED EXAMPLE 7
Find the LCM of 72 and 120.

Answer
PL
72 = 2 × 2 × 2 × 3 × 3 First express each number as a product of
prime factors. Use tree diagrams or division to
do this.
MATHEMATICAL
CONNECTIONS
You can also use
prime factors to find
the square and cube
roots of numbers
if you don’t have a
calculator. You will
M
120 = 2 × 2 × 2 × 3 × 5 Underline the largest set of multiples of each
factor. deal with this in
more detail later in
2 × 2 × 2 × 3 × 3 × 5 = 360 List these and multiply them out to find the
this chapter.
LCM.
LCM = 360
SA
Exercise 1.9
1 Find the HCF of these numbers by using prime factors.
2 Use prime factorisation to determine the LCM of the following numbers.

3 Determine both the HCF and LCM of the following numbers.

13
APPLY YOUR SKILLS TIP

4 A radio station runs a phone-in competition for listeners. Every 30th caller Recognising the type
gets a free airtime voucher and every 120th caller gets a free mobile of problem helps
phone. How many listeners must phone in before one receives both an you to choose the
airtime voucher and a free phone? correct mathematical
techniques for
5 Li runs round a track in 12 minutes. Jaleel runs round the same track in
solving it.
18 minutes. If they start together, how many minutes will pass before they
both cross the start line together again? Word problems
involving LCM usually
include repeating
E
6 The number p can be written as a product of the three prime numbers x, y and z, events. You may be
where x, y and z are all different. asked how many
a How many factors does the number p have? items you need to
‘have enough’ or
Another number q can be written as the product of four different primes. when something will
b How many factors does q have? happen again at the
PL
The number r can be written as a product of n different prime numbers.
c How many factors does r have?
1.4 Working with directed numbers

When you use numbers to represent real-life situations like temperatures, altitude,
depth below sea level, profit or loss and directions (on a grid), you sometimes need
to use the negative sign to indicate the direction of the number. For example, you can
same time.
M
show a temperature of three degrees below zero as −3 °C. Numbers like these, which
have direction, are called directed numbers. So if a point 25 m above sea level is at
+25 m, then a point 25 m below sea level is at −25 m.
TIP
SA
Once a direction is chosen to be positive, the opposite direction is taken to

be negative. So:
• if up is positive, down is negative
• if right is positive, left is negative
• if north is positive, south is negative
• if above 0 is positive, below 0 is negative.
14
Exercise 1.10
1 Express each of these situations using a directed number.
a a profit of $100 b 25 km below sea level
c a drop of 10 marks d a gain of 2 kg
e a loss of 1.5 kg f 8000 m above sea level
g a temperature of 10 °C below zero h a fall of 24 m
i a debt of $2000 j an increase of $250
k a time two hours behind local time l a height of 400 m
E
Calculating with directed numbers
In mathematics, directed numbers are also known as integers. You can represent the set
of integers on a number line like this:
–10 –9 –8 –7 – 6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
PL
The further to the right a number is on the number line, the greater its value.
LINK
Directed numbers are important when describing temperatures. The Celsius
(or centigrade) temperature scale places the temperature at which water
freezes at zero. Positive temperatures indicate ‘above freezing’ and are
warmer. Negative temperatures are ‘below freezing’ and are colder.
MATHEMATICAL
CONNECTIONS
You will use similar
number lines when
solving linear
inequalities in
M
When you calculate with negative and positive integers, you need to pay attention to Chapter 14.
the signs and remember these rules:
• Adding a negative number is the same as subtracting the number. 3 + −5 = −2
TIP
• Subtracting a negative number is the same as adding a positive number. 3 − −5 = 8
• Multiplying or dividing the same signs gives a positive answer. −3 × −5 = 15 and Your calculator will
−20 ÷ −4 = −5 have a [+/−] key that
SA
allows you to enter

• Multiplying or dividing different signs gives a negative answer. 3 × −5 = 15 and
negative numbers.
15 ÷ −3 = −5.
Make sure you know
which key this is.
Exercise 1.11
1 Copy the numbers and fill in , or . to make a true statement.
a 2 8 b 4 9 c 12 3 d 6 −4
e −7 4 f −2 4 g −2 −11 h −12 −20
i −8 0 j −2 2 k −12 −4 l −32 −3
m 0 −3 n −3 11 o 12 −89 p −3 0
15
2 Arrange each set of numbers in ascending order.

a −8, 7, 10, −1, −12 b 4, −3, −4, −10, 9, −8
c −11, −5, −7, 7, 0, −12 d −94, −50, −83, −90, 0
3 Write down the missing integer in each of these calculations.
a 7+ =3 b −1.7 + = 8.3 c −7 + = −21
d 8− = 11 e 4− = 6.7 f −8 − = −13
g 12 ÷ = −2 h −18 ÷ = 3 i ÷ 3 = −9
j −3 × = 12 k × 4 = −16 l × −4 = 20
E
APPLY YOUR SKILLS
4 Study the temperature graph carefully.
TIP
10 The difference
8
PL between the
highest and lowest
temperature is also
Temperature (°C)
called the range of

4
temperatures.
2
–2
–4
M
Sunday M T W T F S Sunday M T W T F S Sunday
14 21 28
Day of the week
a What was the temperature on Sunday 14 January?

b By how much did the temperature drop from Sunday 14 to Monday 15?
c What was the lowest temperature recorded?
SA
d What is the difference between the highest and lowest

temperatures?
e On Monday 29 January the temperature changed by −12 degrees.
What was the temperature on that day?
5 Manu has a bank balance of $45.50. He deposits $15.00 and then
withdraws $32.00. What is his new balance?
6 A bank account is $420 overdrawn.
a Express this as a directed number.
b How much money needs to be deposited for the account to have a
balance of $500?
c $200 is deposited. What is the new balance?
7 A diver 27 m below the surface of the water rises 16 m. At what depth is
the diver now?
16
APPLY YOUR SKILLS CONTINUED

8 On a cold day in New York, the temperature at 6 a.m. was −5 °C. By noon,
the temperature had risen by 8 °C. By 7 p.m. the temperature had dropped
by 11 °C from its value at noon. What was the temperature at 7 p.m.?
9 Local time in Abu Dhabi is four hours ahead of local time in London.
Local time in Rio de Janeiro is three hours behind local time in London.
a If it is 4 p.m. in London, what time is it in Abu Dhabi?
b If it is 3 a.m. in London, what time is it in Rio de Janiero?
c If it is 3 p.m. in Rio de Janeiro, what time is it in Abu Dhabi?
E
d If it is 8 a.m. in Abu Dhabi, what time is it in Rio de Janeiro?
10 A fuel tank at a workshop should be refilled when the gauge shows 0;
however, there is a 100 litre reserve in the tank, so the level can drop
below 0 if the tank is not filled on time.
a On 3 March, the gauge indicated 412 litres above the 0 mark.
PL
On 31 March the level had dropped to −66 litres. Calculate the mean
rate of fuel use per day.
b On 1 April, the tank was topped up. The workshop owner estimates
that this amount of fuel would be enough for 30 days, after which the
level should be 0. How much fuel was added to the tank?
1.5 Powers, roots and laws of indices

M
You know that 2 × 2 × 2 × 2 = 16
You can write this in index notation as:
24 = 16
4 index
2 is the base
4 is the index
base
2
The index is also called a power or an exponent.
SA
Square numbers and square roots

A number is squared when it is multiplied by itself. For example, the square of 5 is
5 × 5 = 25. The symbol for squared is 2. So you can write 5 × 5 as 52.
MATHEMATICAL
CONNECTIONS
The square root of a number is the number that_was multiplied by itself to get the
square number. The symbol for square root is √  . In Section 1.1 you
_ learned that the
You know that 25 = 52, so √ 25  = 5. product obtained
when an integer is
multiplied by itself is
a square number.
17
You also know that −5 × −5 = 25. However, the mathematical convention is that_ the
square root sign only refers to the positive square root. This is why if you enter √ 25  in MATHEMATICAL
your calculator you will always get the positive answer, 5. CONNECTIONS
If you want_ to indicate both the positive and negative square roots of 25 you need to
To solve equations
write ± √ 25 . like x2 = 25, you
need to find both the
positive and negative
Cube numbers and cube roots square roots, so if
x2 = 25, _ then
A number is cubed when it is multiplied by itself and then multiplied by itself again. x = ± √ 25 = 5 and −5.
For example, the cube of 2 is 2 × 2 × 2 = 8. The symbol for cubed is 3. So 2 × 2 × 2 can
E
also be written as 23.
The cube root of a number is the number_ that was multiplied by itself _ to get the cube
3 3
number. The symbol for cube root is √  . You know that 8 = 23, so √8  = 2.
Finding powers and roots
TIP
PL
You should know the squares of numbers from 1 to 15 (and their roots) and the cubes
of numbers from 1 to 5 as well as they cube of 10. For other numbers, you can use
your calculator to square or cube numbers quickly using the x2 and x3 keys or the
key. Use the or 3 keys to find the roots.
Not all calculators have exactly the same buttons. x xy and all
M
mean the same thing on different calculators. Make sure you know how to find
powers and roots on your calculator.
WORKED EXAMPLE 8
Use your calculator to find:

SA
_ 3
_
a 192 b 93 c √324  d √512 
Answers
a 192 = 361 Enter 1 9 x2 =
b 93 = 729 Enter 9 x3 =
_
c √ 324  = 18 Enter 3 2 4 =
3
_
d √ 512  = 8 Enter 3 5 1 2 =
If you don’t have a calculator, you can use the product of prime factors method to find
square and cube roots of numbers. This method is shown in Worked example 9.
18
WORKED EXAMPLE 9
Without using a calculator find:

_ 3
_
a √324  b √512 
Answers
⏟ ⏟ ⏟
a 324 = 2 × 
2 × 3 × 
3 × 3 × 
3 Group the factors into pairs,
2 3 3 and write down the square
root of each pair.
2 × 3 × 3 = 18 Multiply the roots together to
E
get the square root of 324.
_
√ 324 = 18
b 512
= 2 × 2 

× 2 × 2 × 2 

× 2 × 2 × 2 

×2 Group the factors into threes,
2 2 2 and write the cube root of
each group.
a
2 × 2 × 2 = 8 Multiply together to get the
Exercise 1.12
1
3
√
_
512 = 8
32
cube root of 512.
Write down the value of:

b 72
PL c 112 d 122 e 1002
M
f 142 g 13 h 33 i 43 j 103
2 Calculate:
a 212 b 192 c 322 d 682 e 63
f 93 g 1003 h 183 i 303 j 2003
3 Find a value of x to make each of these statements true.

SA
a x × x = 25 b x×x×x=8 c x × x = 121
d x × x × x = 729 e x × x = 324 f x × x = 400
g x × x × x = 8000 h x × x = 225 i x×x×x=1
__ _ __
j
x  =
√ 9 k
1  =
√ x l
x  = 81
√
_
3 _ 3 _ 3
√x = 2
m n
√x = 1 o
√64  = x
4 Use a calculator to find the following roots.

_ _ _ _ _
a
√9  b √64  c √1  d √4  e √100 
_ _ _ _ _
√0 
f g √81  h √400  i √1296  j √1764 
3
_ 3
_ 3
_ 3
_ 3
_
√8 
k l √1  m √− 27  n √64  o √1000 
3
_ 3
_ 3
_ 3
_ 3
_
√− 216 
p q √512  r √729  s √− 1728  t √5832 
19
5 Use the given product of prime factors to find the square root of each number.
Show your working.
a 324 = 2 × 2 × 3 × 3 × 3 × 3
b 225 = 3 × 3 × 5 × 5
c 784 = 2 × 2 × 2 × 2 × 7 × 7
d 2025 = 3 × 3 × 3 × 3 × 5 × 5
e 19 600 = 2 × 2 × 2 × 2 × 5 × 5 × 7 × 7
f 250 000 = 2 × 2 × 2 × 2 × 5 × 5 × 5 × 5 × 5 × 5
6 Use the given product of prime factors to find the cube root of each number.
E
Show your working.
a 27 = 3 × 3 × 3
b 729 = 3 × 3 × 3 × 3 × 3 × 3
c 2197 = 13 × 13 × 13
7
d
e
f
1000 = 2 × 2 × 2 × 5 × 5 × 5
15 625 = 5 × 5 × 5 × 5 × 5 × 5
_ 2
(√25  ) 
a
_
√9 + √ 16 
e
_
100 − 36 
√
i
_ _
_ 2
f √9 + 16 
_
PL
32 768 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2
Calculate:
b (√49  ) 
j √100 − √ 36 
_
_
_ 3
c (√64  ) 
3
g √36 + √ 64 
_
k √25 × √4 
_
_
3
_
_ 3
d (√32  ) 
h √36 + 64 
_
l √25 × 4 
M
___ _
√ 36 √36 
_ _ _
___ ____
9×
√
m 4  n √9 × √ 4  o      p    
4 4
TIP
Brackets act as grouping symbols. Work out any calculations inside brackets
before doing the calculations outside the brackets.
SA
_
Root signs work in the same way as a bracket. If you have √25 + 9 , you must
add 25 and 9 before finding the root.
8 Find the length of the edge of a cube with a volume of:

a 1000 cm3 b 19 683 cm3 c 68 921 mm3 d 64 000 cm3
9 If the symbol ★ means ‘add the square of the first number to the cube of the
second number’, calculate:
a 2★3 b 3★2 c 1★4 d 4★1 e 2★4
f 4★2 g 1★9 h 9★1 i 5★2 j 2★5
20
REFLECTION
You have covered many of the concepts in this chapter earlier in your study
of mathematics.
• Which concepts did you remember really well?
• Why do you think you remembered these so well?
• Did you find any new ways of doing things or better ways of explaining
things as you worked through this chapter? Share your ideas with a
partner.
E
Other indices and roots
You have seen that square numbers are all raised to the power of two
(5 squared = 5 × 5 = 52) and that cube numbers are all raised to the power of three
(5 cubed = 5 × 5 × 5 = 53). You can raise a number to any power. For example,
to finding roots of numbers.

52 = 25 √25 = 5
yx
3
53 = 125 √125 = 5
4
54 = 625 √625 = 5
_
_ PL
5 × 5 × 5 × 5 = 54. You read this as ‘5 to the power of 4’. The same principle applies
You can use your calculator to perform operations using any roots or squares.
The key calculates any power.
So, to find 75, you enter 7 yx 5 and get a result of 16 807.
M
The x
key calculates any root.
4
_
So, to find √81 , you enter 4 x
81 and get a result of 3.
Make sure that you know which key is used for each function on your calculator
and that you know how to use it. On some calculators these keys might be second
functions.
SA
MATHEMATICAL CONNECTIONS
You will work with higher powers and roots again when you deal with indices
in algebra in Chapter 2, standard form in Chapter 5 and rates of growth and
decay in Chapters 17 and 18.
Index notation and products of prime factors

Index notation is very useful when you have to express a number as a product of its
prime factors because it allows you to write the factors in a short form.
21
WORKED EXAMPLE 10
Express these numbers as products of their prime factors in index form.

a 200 b 19 683
Answers
These diagrams are a reminder of the factor tree and division methods for
finding the prime factors.
a 200
b
3 19 683
E
3 6561
3 2187
2 100
3 729
3 243
3 81
2
2
50
5
25
5
PL 3
3
3
27
9
3
1
M
= 2 × 2 × 2 × 5 × 5 =3×3×3×3×3×3×3×3×3
200 = 23 × 52 19 683 = 39
Exercise 1.13
1 Evaluate.
SA
6
_ 4
_
a 24 × 23 b 3  5× √64  c 3  4+ √256 
_ _ _3
f 8  4 ÷ ( √32 ) 
5 4 5
d 2  4× √7776  e √625  × 2  6
2 Which is greater and by how much?

4
_ 6
_ TIP
a 80 × 44 or 24 × 34 b √625  × 3  6or √729  × 4  4
Remember that
3 Express the following as products of prime factors, in index notation. anything raised to
the power of zero is
a 64 b 243 c 400 d 1600 e 16 384
equal to 1.
f 20 736 g 59 049 h 390 625
4 Write several square numbers as products of prime factors, using index notation.
What can you say about the index needed for each prime?
22
The laws of indices

The laws of indices are a set of mathematical rules that allow you to multiply and divide
numbers written in index notation without having to write them in expanded form.
Make sure that you remember these three important rules.
To multiply different powers of the same number, add the indices.
For example, 32 × 35 = 32 + 5 = 37 and 4−2 × 43 = 4−2 + 3 = 4.
To divide different powers of the same number, subtract the indices.
4  3
For example, 36 ÷ 32 = 36 − 2 = 34 and ___
  7  = 43 − 7 = 4−4
4 
E
To find the power of a power you multiply the indices.
For example, (33)2 = 33 × 2 = 36 and (42)−3 = 42 × −3 = 4−6
In general terms:
a  m× a  n= a  m + n
a  m ÷ a  n= a  m − n (a  m)  n= a  mn
Zero and negative indices
Power of 5
Value
1
In this table, each value is __
54
625
53
125
52
25
PL
Do you remember how to work with zero and negative indices? Read through this
information to refresh your memory.
   of the one to its left. For example, 54 ÷ 5 = 53.

5
51
5
50
1
5−1
__ 1
   
5
5−2
1
 ___ 
25
5−3
1
 ____ 
125
5−4
1
 ____ 
625
M
÷5
The pattern in the table shows that 50 = 1. This is true for any number to the power of 0.
We can say a0 = 1 (where a ≠ 0, because 00 is undefined.).
You can also see from the table that a number with a negative index is equal to its
SA
1
reciprocal with a positive index. For example: 5−2 = ___
  2 .
5 
This is true for all negative indices.
1
We can say a  −m = ____
  m  (where a ≠ 0).
a 
Exercise 1.14
1 Decide whether each statement is true or false. If it is false, work out the
correct answer.
3  8
a 43 × 45 = 48 b  ___2  = 34 c 45 ÷ 42 = 43 d (83)2 = 85
3 
2  10 5
e 340 = 1 f 74 × 73 = 77 g  _____   = 2 h 1010 ÷ 105 = 102
2  5
7   −2
i (5−2)4 = 52 j (−24)2 = −26 k  _____   = 7 l −(52)0 = 1
7  −3
23
2 Simplify. Leave your answers in index notation.

a 103 × 104 b 310 × 3−5 c 2 × 25 × 2−1 d 100 × 10−3
10  5 12  6 3  −4
e  _____4  f  _____6  g  _____   h 4−3 ÷ 44
10  12  3  3
i (34)3 j (5−2)2 k (42)−3 l (43)0
1
3 Substitute a = 2, b = 3 and c =  __ to find the value of each expression.
2
a a−1 + b−1 b (ab)−2 c (a2c)−1 d a−1b−1c
4 Evaluate.
E
a 3−1 b 4−1 c 2−1 d 4−2 e 2−4
5 Express each value with a negative index.

1 1 1 1
a  __  b  __  c  __  d  ___3 
4 5 7 3 
7
e
1
e  _____4 
10 
Evaluate.
a (__
   ) 
4
9
−2
1
f  ___8 
2 
(−3)2 × (__
   ) 
1
2
1
g  ___2 
7 
−2
b 80 × 103
(10 − 6)  3
f  _________  
2  3
Rewrite each expression in the form of 3x (in other words, as a power of 3).
PL c 122 × 4−3
3  2
g 2  3 + ___
    + 2
3
d
1
h  _______2 
2 × 3 
(23)−2
h (−3)  2 + ( __
   ) 
1
2
−3
M
1
a 3 b 9 c 729 d  ___ 
27
_
1 1
e  __  f 1 g  ____  h − √81 
3 243
Fractional indices LINK

_1
Do you remember what a fractional index such as 5  2 means?
SA
Fractional indices
You can use the laws of indices to show the meaning of fractional indices. and roots are
5   2 × 5   2 = 5  ( 2 +  2) = 51 = 5 used in many
_1 _1 _1 _1
_ _ different financial
You also know that √ 5 × √5  = 5 calculations involving
_
_1
So, 5   2  = √ 5  investments,
insurance policies
5   3  × 5   3  × 5   3  = 5  ( 3  +  3  +  3 ) = 51 = 5
_1 _1 _1 _1 _1 _1
and economic
3
_ 3
_ 3
_ decisions.
And √5  × √5  × √5  = 5
_1 3
_
So, 5   3  = √5 
In general terms, for unit fractions:
_1 _ _1 3 _ _1 n _
a   2 = √ a  a   3 = √a  a   n = √a 
24
You can use the rule for finding the power of a power to show the meaning of
fractional indices where the numerator is not 1 (non-unit fractions).
_1 3
(4   4)  = 4  ( 4 ×  1) = 4   4
_1 _3 _3
_1 2
This shows that a number such as 5  3can be written with a unit fraction index as (5   3)  .
_2
1
You already know that you can write a unit fraction (such as __
   ) as a root.
3 TIP
_1 2
_2
So 5   3  = ( 5   3 )  = ( √ 5 ) 
_2 3
_2
Multiplication is
It is simpler to input the value in root form into your calculator than to enter 5 
 3. commutative, so
m
In general terms, for non-unit fractions: ( a  _ 1n )  is the same as
E
_
1 n ___
m __ ___ (a  m)   n  = √a  m 
a    n = (a   n )  = (√a )  m= √a  m 
__
m _1 n n
WORKED EXAMPLE 11
Work out the value of:

a
Answers
b 2
   

  
_
2
27   3 
27   3  = ( √ 27 ) 

_
2
5  1.5 =
= 9
 
  =  (3)  2
  =  ( √ 25  

   

) 
3
_ 2
_
3
25   2 
_3
b 251.5
PL
__ 3
2
 __  = 2 × __
3
   = 3 × __
1
1
   , so you square the cube root of 27.
3
Change the decimal to a fraction.

M
      , so you need to cube the
= (5)  3 2 2
= 125 square root of 25.
Exercise 1.15
SA
1 Rewrite each expression using a root symbol.

_1 _1 _1 _1
a 2 5   2 b 3   3 c 40   5 d 6   2
_1 _3 _2 _2
e 3   8 f 2   4 g 12   3 h 5   9
2 Write each expression using index notation.

_ 3
_ 3
_ 4
_
a √5  b √8  c √13  d √11 
_2 _4 _3 _7
(√9  )  f (√6  )  g (√32 )  h 2 (√12 ) 
3 3 4 5
e
3 Use a calculator to evaluate.

_1 _1 _2 _3
a 2 5   2 b 27   3 c 8   3 d 16   4
_2 _1 _1 _4
e 216   3 f 0.125   3 g 46   2 h 125  − 3
_1 _4 _2
i 3 2  −  5 j 8   3 k 216   3 l 256 0.75
25
APPLY YOUR SKILLS

4 The number of calories a mammal uses when they are at rest can be
_ 3
worked out using the formula C = 70 × m   4 , where m is the mass of the
animal in kilograms.
a Express the formula using a root sign.
b A cat has a mass of 5.5 kilograms. Work out how many calories it
consumes while it is at rest.
c How many calories would a 5000 kg elephant consume at rest?
E
1.6 Order of operations
At this level of mathematics you are expected to carry out calculations involving more
• deal with powers and roots next

PL
than one operation (+, −, × and ÷). When you do this you have to follow a sequence of
rules so that there is no confusion about what operations you should do first. The rules
for the order of operations are:
• complete operations in grouping symbols first
• do division and multiplication next, working from left to right

• do addition and subtraction last, working from left to right.
Many people use the letters BODMAS to remember the order of operations.
The letters stand for:
M
Brackets
Orders
Divide Multiply
SA
Add Subtract
BODMAS indicates that indices (powers of ) are considered after brackets but before
MATHEMATICAL
all other operations.
CONNECTIONS
Grouping symbols You will apply the

order of operation
The most common grouping symbols in mathematics are brackets. Here are some rules to fractions,
examples of the different kinds of brackets used in mathematics: decimals and
algebraic expressions
(4 + 9) × (10 ÷ 2) as you progress
[2(4 + 9) − 4(3) − 12] through the course.
{2 − [4(2 − 7) − 4(3 + 8)] − 2 × 8}
26
When you have more than one set of brackets in a calculation, you work out the
innermost set first.
Other symbols used to group operations are:
5 − 12
• fraction bars, e.g.  ______ 
3−8
_
• root signs, such as square roots and cube roots, e.g. √ 9 + 16 
WORKED EXAMPLE 12
Simplify.
E
a 7 × (3 + 4) b (10 − 4) × (4 + 9) c 45 − [20 × (4 − 3)]
Answers
a 7 × 7 = 49 b 6 × 13 = 78 c 45 − [20 × 1] = 45 − 20 = 25
WORKED EXAMPLE 13
Calculate.
Answers
4 + 28
 ______ 
17 − 9
a (4 + 28) ÷ (17 − 9)
= √9  + √ 64 
= 32 ÷ 8
b
b
PL _
______
_
√36 ÷ 4 + √ 100 − 36 
________
√36 ÷ 4 + √ 100 − 36 
__ ___
M
= 4
=3+8
= 11
Now that you know what to do with grouping symbols, you can apply the rules for
order of operations to perform calculations with numbers.
SA
Exercise 1.16
1 Calculate. Show the steps in your working.
a (4 + 7) × 3 b (20 − 4) ÷ 4 c 50 ÷ (20 + 5)
d 6 × (2 + 9) e (4 + 7) × 4 f (100 − 40) × 3
g 16 + (25 ÷ 5) h 19 − (12 + 2) i 40 ÷ (12 − 4)
j 100 ÷ (4 + 16) k 121 ÷ (33 ÷ 3) l 15 × (15 − 15)
2 Calculate.
a (4 + 8) × (16 − 7) b (12 − 4) × (6 + 3) c (9 + 4) − (4 + 6)
d (33 + 17) ÷ (10 − 5) e (4 × 2) + (8 × 3) f (9 × 7) ÷ (27 − 20)
g (105 − 85) ÷ (16 ÷ 4) h (12 + 13) ÷ 52 i (56 − 62) × (4 + 3)
27
3 Simplify. Show the steps in your working.

TIP
a 5 × 10 + 3 b 5 × (10 + 3) c 2 + 10 × 3
d (2 + 10) × 3 e 23 + 7 × 2 f 6 × 2 ÷ (3 + 3) A bracket ‘type’ is
15 − 5 16 − 4 always twinned with
g   ______  h (17 + 1) ÷ 9 + 2 i  ______  another bracket of
2×5 4−1
the same type or
j 17 + 3 × 21 k 48 − (2 + 3) × 2 l 12 × 4 − 4 × 8 shape. This helps
m 15 + 30 ÷ 3 + 6 n 20 − 6 ÷ 3 + 3 o 10 − 4 × 2 ÷ 2 mathematicians to
understand the order
4 Simplify. of calculations even
more easily.
a 18 − 4 × 2 − 3 b 14 − (21 ÷ 3) c 24 ÷ 8 × (6 − 5)
E
d 42 ÷ 6 − 3 − 4 e 5 + 36 ÷ 6 − 8 f (8 + 3) × (30 ÷ 3) ÷ 11
5 Simplify. Remember to work from the innermost grouping symbols to the

outermost.
a 4 + [12 − (8 − 5)] b 6 + [2 − (2 × 0)]
6
c
e
g
a
8 + [60 − (2 + 8)]
200 × {100 − [4 × (2 + 8)]}
[(30 + 12) − (7 + 9)] × 10
Calculate.
20 − 4 ÷ 2
_
√100 − 36 
d
PL
31 − 10
b  _______ 
14 − 7
_
e √8 + 8 
d
f
h
200 − [(4 + 12) − (6 + 2)]
{6 + [5 × (2 + 30)]} × 10
1000 − [6 × (4 + 20) − 4 × (3 + 0)]
100 − 40
c  ________
_
5×4
 
f √90 − 9 
M
7 State whether the following are true or false.
a (1 + 4) × 20 + 5 = 1 + (4 × 20) + 5 b 6 × (4 + 2) × 3 . (6 × 4) ÷ 2 × 3
c 8 + (5 − 3) × 2 , 8 + 5 − (3 × 2) d 100 + 10 ÷ 10 . (100 + 10) ÷ 10
8 Insert brackets into the following calculations to make them true.

SA
a 3 × 4 + 6 = 30 b 25 − 15 × 9 = 90 c 40 − 10 × 3 = 90
d 14 − 9 × 2 = 10 e 12 + 3 ÷ 5 = 3 f 19 − 9 × 15 = 150
g 10 + 10 ÷ 6 − 2 = 5 h 3 + 8 × 15 − 9 = 66 i 9 − 4 × 7 + 2 = 45
j 10 − 4 × 5 = 30 k 6÷3+3×5=5 l 15 − 6 ÷ 2 = 12
m 1 + 4 × 20 ÷ 5 = 20 n 8 + 5 − 3 × 2 = 20 o 36 ÷ 3 × 3 − 3 = 6
p 3×4−2÷6=1 q 40 ÷ 4 + 1 = 11 r 6 + 2 × 8 + 2 = 24
9 Place the given numbers in the correct spaces to make a correct number sentence.
a 0, 2, 5, 10 − ÷ =
b 9, 11, 13, 18 − ÷ =
c 1, 3, 8, 14, 16 ÷( − )− =
d 4, 5, 6, 9, 12 ( + )−( − )=
28
Using your calculator

A calculator with algebraic logic will apply the rules for order of operations
automatically. So, if you enter 2 + 3 × 4, your calculator will do the multiplication first
and give you an answer of 14. (Check that your calculator does this!)
When the calculation contains brackets you must enter these to make sure your
calculator does the grouped sections first.
WORKED EXAMPLE 14
Use a calculator to find:
E
a 3+2×9 b (3 + 8) × 4 c (3 × 8 − 4) − (2 × 5 + 1)
TIP
Answers
Your calculator might
a 21 Enter 3 + 2 × 9 =
only have one type
of bracket (
b 44 Enter
c 9 Enter
why these are different?
Exercise 1.17
(
(
(
3
3
2
+
×
×
PL
8
8
5
)
–
+
×
4
1
4
)
)
=
=
–
Experiment with your calculator by carrying out several calculations, with and
without brackets. For example: 3 × 2 + 6 and 3 × (2 + 6). Do you understand
and ) . If there
are two different
shaped brackets in
the calculation, such
as [4 × (2 − 3)], enter
the calculator bracket
symbol for each type.
TIP
M
1 Use your calculator to find the answers.
Some calculators
a 10 − 4 × 5 b 12 + 6 ÷ 7 − 4 have two ‘−’ buttons:
c 3 + 4 × 5 − 10 d 18 ÷ 3 × 5 − 3 + 2 – and (–) .
e 5−3×8−6÷2 f 7+3÷4+1 The first means
g (1 + 4) × 20 ÷ 5 h 36 ÷ 6 × (3 − 3) ‘subtract’ and is
used to subtract one
i (8 + 8) − 6 × 2 j 100 − 30 × (4 − 3)
SA
number from another.

k 24 ÷ (7 + 5) × 6 l [(60 − 40) − (53 − 43)] × 2 The second means
m [(12 + 6) ÷ 9] × 4 n [100 ÷ (4 + 16)] × 3 ‘make negative’.
o 4 × [25 ÷ (12 − 7)] Experiment with
the buttons and
2 Use your calculator to check whether the following answers are correct. make sure that your
If the answer is incorrect, work out the correct answer. calculator is doing
what you expect it
a 12 × 4 + 76 = 124 b 8 + 75 × 8 = 698 to do!
c 12 × 18 − 4 × 23 = 124 d (16 ÷ 4) × (7 + 3 × 4) = 76
e (82 − 36) × (2 + 6) = 16 f (3 × 7 − 4) − (4 + 6 ÷ 2) = 12
3 Each ★ represents a missing operation. Work out what they are.

a 12 ★ (28 ★ 24) = 3 b 84 ★ 10 ★ 8 = 4
c 3 ★ 7(0.7 ★ 1.3) = 17 d 23 ★ 11 ★ 22 ★ 11 = 11
e 40 ★ 5 ★ (7 ★ 5) = 4 f 9 ★ 15 ★ (3 ★ 2) = 12
29
4 Calculate.
_ _
7 × √16 
__________ 5  2× √ 4 
__________ 2 + 3  2 _
a     b   1 + 6  2− 12  c  _______________
    
2  3 + 7  2− 1 5  + 4 × 10 − √ 25 
2
6  2− 11   3   −_

2
_______ 3 3  2− 5+6
___________
    
d e     f  __________  
2(17 + 2 × 4) 2 × 81 
√ 4 × 5
√
_
36 − 3 × √16  
___________
− 30 + [18 ÷ (3 − 12)+ 24]
______________________
   
g h          
15 − 3  2÷ 3 5 − 8 − 3 2
5 Use your calculator to find the answer. Give your answers to 3 significant figures.
_ TIP
0.345 12.32 × 0.0378 √16 × 0.087
a  _____________ ______________
c  ___________
E
    b      _    If you have forgotten
1.34 + 4.2 × 7 16 + 8.05 
√ 2  2− 5.098
how to round to
6 Use your calculator to evaluate. Give your answers to 3 significant figures. significant figures,
_ _ 3
_ read through Worked
a
√64 × 125  b √2  3 × 3  2 × 6  c √8  2 + 19  2 
_ ___________ ___________ example 16 in
3
d √
41  2 − 36  2  √3.
e    2  2 − 1. 17  3  f √  
1. 45  3 − 0. 13  2  Section 1.7.
g
1 __
__
4 4 4
1
√
__________
√8 − √ 1 
(__
15 _
 ________
48 + 2 √7 
__
g         +    +   

1
__
   
4
 
√ 1
__
   )  + ( √144  ) 

5
6
2 ____ 3
b
e
2.
h   
Evaluate. Give your answer to 2 decimal places if necessary.

a
3
_ _
√
3
4
PL _____________
75  2 + _
_
1
    × 1. 7  3 
2
_2
√ 16  × 8  − 3
3
77 29
 ___  × ___
14 11
_
   
____ 2
h √205379  − 6 (√343  ) 
c (−3)3 + 2−4
19.23 × 0.087
i  _____________
   
  
_
f (0.467)  2× √ 900 
2.45  2 − 1.03  2
MATHEMATICAL
CONNECTIONS
When you work with
indices and standard
form in Chapter 5,
you will need to
M
apply these skills and
use your calculator
SELF ASSESSMENT effectively to solve
Draw up a flow chart like this one to assess your own learning. problems involving
any powers or roots.
Some sentence stems are provided below each box to help you get started.
How do I What did I What can I
SA
describe my do well? improve?

understanding?
I understood this easily I was very good at … To improve I can …

because … I was proud of … Next time I will …
I struggled a bit with __ My best work was … I need to revise …
because …
I am still not sure of …
I am confident that I can …
I would give myself [ ] out
of ten for this work.
30
1.7 Rounding and estimating LINK
In many calculations, particularly with decimals, you will not need to find an exact We use ‘rounding’
answer. Instead, you will be asked to give an answer to a stated level of accuracy. in all subjects where
For example, you may be asked to give an answer correct to 2 decimal places, or to 3 numerical data is
significant figures. collected. Masses in
physics, temperatures
in biology, prices in
WORKED EXAMPLE 15 economics: these all
need to be recorded
Round 64.839906 to: sensibly and will
a the nearest whole number
E
be rounded to a
b 1 decimal place degree of accuracy
appropriate for the
c 3 decimal places.
situation.
Answers
a 64.839906 4 is in the units place.
c
64.839906
= 65 (to nearest whole number)
64.839906
64.839906
= 64.8 (1 d.p.)
PL The next digit is 8, so you will round up
to get 5.
To the nearest whole number.
8 is in the first decimal place.

The next digit is 3, so the 8 will remain
unchanged.
Correct to 1 decimal place.
M
64.839906 9 is in the third decimal place.
64.839906 The next digit is 9, so you need to
round up.
= 64.840 (3 d.p.) When you round 9 up, you get 10,
so carry one to the previous digit and
write 0 in the place of the 9.
Correct to 3 decimal places.
SA
When a number has many digits or decimal places it is useful to round it to

significant figures (s.f.). The first significant digit of a number is the first non-zero
digit, when reading from left to right. The next digit is the second significant digit,
the next the third significant and so on. All zeros after the first significant digit are
considered significant.
If you are rounding to a whole number, write the appropriate number of zeros
after the last significant digit as place holders to keep the number the same size.
TIP
Rounding to 1 significant figure does not mean you will only have one digit.
When 13 432 is rounded to 1 significant figure it is 10 000 and not 1.
31
WORKED EXAMPLE 16
Round:
a 1.076 to 3 significant figures
b 0.00736 to 1 significant figure
c 23 512 435 to 2 significant figures
Answers
a 1.076 The third significant figure is the 7. The next digit is
6, so round 7 up to get 8.
E
= 1.08 (3 s.f.) Correct to 3 significant figures.
b 0.00736 The first significant figure is the 7. The next digit is

3, so 7 will not change.
= 0.007 (1 s.f.) Correct to 1 significant figure.
Exercise 1.18
1
23 512 475
= 24 000 000 (2 s.f.)
PL
The second significant figure is 3. The next digit is
5, so 3 will round up to 4.
Include the zeros and state the level of accuracy.
Round each number to 2 decimal places.

M
a 3.185 b 0.064 c 38.3456 d 2.149 e 0.999
2 Round each number to the nearest 100.

a 456 b 53 438 c 3012.567 d 38.299 e 10 060
3 Round each number to the nearest 10 000.

SA
a 629 534 b 100 999 c 9016 d 12 064 e 155 179
4 Express each number correct to:

i 4 significant figures ii 3 significant figures iii 1 significant figure
a 4512 b 12 305 c 65 238 d 320.55
e 25.716 f 0.000765 g 1.0087 h 7.34876
i 0.00998 j 0.02814 k 31.0077 l 0.0064735
5
5 Change 2  __ to a decimal using your calculator. Express the answer correct to:
9
a 3 decimal places b 2 decimal places
c 1 decimal place d 3 significant figures
e 2 significant figures f 1 significant figure
32
Estimating to get an approximate answer

To estimate the answer to a calculation, you need to round the numbers before you
do the calculation. Although you can use any accuracy, often the numbers in the
calculation are rounded to 1 significant figure:
3.9 × 2.1 is approximately equal to 4 × 2 = 8
Notice that 3.9 × 2.1 = 8.19, so the estimated value of 8 is not too far from the real value!
WORKED EXAMPLE 17
Estimate the value of:
E
_
a   4.6_+ 3.9
_________   b
√42.2 − 5.1 
√
398 
Answers
a 4.6____
+ 3.9 5+4 Round the numbers to 1 significant figure.
 _________
 is approximately equal to _____
  ____ 
b
√
398 
Check the estimate:

4.6_
√
+ 3.9
 _________
9
=  ___  = ___
20 10
 = 0.426 (3 s.f.)

398 
__________
4.5
√
400 
    = 0.45
PL
√42.2 − 5.1 is approximately equal to √ 40 − 5 
___
= √35 
______
If you use a calculator you will find the exact
value and see that the estimate was good.
Begin by rounding each value to

1 significant figure.
M
___ Notice that if you round 35 up to 36 you get
is approximately equal to √ 36  a square number and you can easily take the
=6 square root.
A good starting point for the questions in the Exercise 1.19 is to round the numbers
to 1 significant figure. Remember that you can sometimes make your calculation even
SA
simpler by modifying your numbers again.
Exercise 1.19
1 The calculator displays show the answers that a student got for each calculation.
Write an estimate for each calculation and say whether the calculator answer is
sensible or not.
a (7.1)2 ÷ 9.9
b 4 × p × 32
c 5 × 7.9
d 50 × 7.9
e 3 × 292.5
_____
f  √9.78
6.28 × _____
0.53
  
33
2 Estimate the value of each of the following. Show the rounded values that you
use. TIP
23.6 4.3 7.21 × 0.46 When you are asked
a  _____  ____________
b        c  ___________
 
6.3 0.087 × 3.89 9.09 to estimate values,
_ always show the
4.82 × 6.01  48 
√
___________ rounded values that
 ___________
d e   2.54 + 4.09  f (0.45 + 1.89)(6.5 − 1.9)
2.54 + 1.09 you use so anyone
looking at your work
23.8 + 20.2 109.6 − 45.1 _
knows what you
g  ___________  ____________
h       (2.52)  2× √ 48.99 
i
4.7 + 5.7 19.4 − 13.9 have done.
___________ _ _
E
√ 223.8
j    × 45.1  √ 9.26 × √ 99.87 
k l (4.1)3 × (1.9)4
3 Work out the actual answer for each part of question 2, using a calculator.
How good were your estimates? How could you improve them?
INVESTIGATION
Making decisions about accuracy
each problem.
1
PL
There will be times when you have to decide how to round values to estimate.
The place that you round to depends on the level of accuracy needed to solve
What would you round to in the following situations? Give reasons for
your answers.
a A real-life problem involving whole numbers, for example bricks or
numbers of people.
M
b Problems involving money amounts.
c Calculations using numbers in the millions.
d Scientific calculations with original values to four places.
e Problems involving irrational numbers (such as p).
2 What have these students done to estimate?
SA
1
Zaf 7.6 × 0.518 is approximately equal to 8 ×  __   = 4
2
2
17.73 x 5.7 2x6
Marwan is approximately equal to 12
1 8.7 1
a Why is each strategy useful?

b Why do you use the = symbol in some parts of the estimation but
state 'is approximately equal to' in others?
3 What situations can you think of where it is helpful to make sure your
estimate is:
a an overestimate
b an underestimate?
34
PEER ASSESSMENT
Tell … Ask … Give … (TAG) feedback is a way of assessing each other’s work.
To use this method, read through your partner’s answers to Exercise 1.19.
Use the guidelines in the table to help you give a TAG feedback on their work.
Tell your partner Ask a constructive or Give them a positive

something they thoughtful question suggestion for
did well improvement
I liked the way you … Why did you … One suggestion
E
would be …
I could easily under- Did you consider …
stand because you … Remember to …
Would it help if you …
The strongest part of Think about …
When does …
your work was …
I’m confused by …
Have you thought
You did … really well.
SUMMARY
Do you know …?
about …
PL If you … it might …
Numbers can be classified as natural numbers, integers, prime numbers and square numbers.
A multiple is obtained by multiplying a number by a natural number. The LCM of two or more numbers
is the lowest multiple found in all the sets of multiples.
M
A factor of a number divides into it exactly. The HCF of two or more numbers is the highest factor found
in all the sets of factors.
Prime numbers have only two factors, 1 and the number itself. The number 1 is not a prime number.
A prime factor is a number that is both a factor and a prime number.
All natural numbers that are not prime can be expressed as a product of prime factors.
Integers are also called directed numbers. The sign of an integer (− or +) indicates whether its value is above
SA
or below 0.
When you multiply an integer (a) by itself you get a square number (a2). If you multiply it by itself again
you get a cube number (a3).
The number you multiply to get a square is called the square
_ root and the number you _multiply to get a cube
3
is called the cube root. The symbol for square root is √  . The symbol for cube root is √  .
You can express numbers as powers of their factors using index notation. For example, 23 means 2 × 2 × 2.
The base is 2 and the index is 3.
Any number to the power of 0 is equal to 1: a0 = 1.
1
A negative index can be written as a reciprocal fraction with a positive index: a  −m =   ___m .
a 
_1 n _
Fractional indices can be rewritten as roots: a   n = √a .
__
m n _ n _
For non-unit fractional indices: a    n = (√a )  m= √a  m .
a  m
The laws of indices are: am × an = am + n; ___   n = a  m−n and (am)n = amn.
a 
35
SUMMARY CONTINUED
Mathematicians apply a standard set of rules to decide the order in which operations must be carried out.
Operations in grouping symbols are worked out first, then powers, then division and multiplication, then
addition and subtraction.
Are you able to …?

identify rational numbers, irrational numbers, integers, square numbers and prime numbers
find multiples and factors of numbers and identify the LCM and HCF
write numbers as products of their prime factors using division and factor trees
E
work with integers used in real-life situations
apply the basic rules for operating with positive and negative numbers
perform basic calculations using mental methods and with a calculator
calculate squares, square roots, cubes and cube roots of numbers
Practice questions
1
2
PL
apply the laws of indices to find the values of numbers written in index notation
round numbers to specified place to estimate and approximate answers.
Find the difference between the sum of the three largest prime numbers smaller
than 20 and the product of the three smallest prime numbers.
The product of two numbers is −36 and difference between the same two
numbers is 13. Find the two possible pairs of numbers.
[3]
[3]
M
3 Find the number that is one fifteenth of its own square. [2]
4 Find the highest common factor of

2 × 2 × 2 × 3 × 3 × 3 × 3 × 5 × 7 × 7 × 11 × 13
and
SA
2 × 2 × 2 × 3 × 3 × 3 × 7 × 11 × 11 × 13 [3]
5 The number 154.45ABC, where A, B and C represent the third, fourth and fifth
decimal places in the number, is rounded to 4 decimal places and the answer is
154.4574. None of A, B or C are zero.
List all the possible sets of values of A, B and C. [4]
6 By expressing 1080 as a product of prime factors, determine whether 1080 is

a cube number. Explain your answer. [4]
7 a Find two numbers that have a sum of 94 and a product of 2013. [2]
b Find two numbers have a difference of 19 and a product of 1170. [2]
8 Simplify.
a 6×2+4×5 [2] b 4 × (100 − 15) [2]
c (5 + 6) × 2 + (15 − 3 × 2) − 6 [2] d −3 × 5 − 6 × −8 [2]
e −3 × (−5 − 6) + 4 × −6 [2] f (−8 + 4) + (−2) [2]
3 4
36
9 Insert +, −, × or ÷ into each blank square, to make the calculation work.

a 5 7−3 8 = 11 [2]
b (5 32) ×6+8 (−2) = −28 [2]
10 Add brackets to this statement to make it true.
7 + 14 ÷ 4 − 1 × 2 = 14 [2]
11 Use your calculator to find
_________________ 5  3 − 3  2 _
  
      
2  + 3  × 11 − 2 √ 11 
3 2
Round your answer to 3 significant figures. [2]
E
12 a Without using a calculator, estimate the value of
4.8 − 5. 1  2
_________
  _  [3]
24.6 
√
b Use your calculator to find the difference between your estimate and
C  
d
the exact answer.
A 4 × (4 + 4 × 4)
4   2− 4
_____
4
  − 4
14 Find the exact values of

_
98 + √ 72 
√
36 ___
_3
(   25 ) 
  2 
_
B  _____ + 4
[2]
[2]
4×4
e (___
PL
13 Arrange the following numbers in order, starting with the smallest.
4  3
4
D 4  2 − 4  2× 4 + __
   
4
− _ 
   ) 
16 4
1
_2
b (3  −2 + 2  −3) × 216   3  [3]
[2]
_ 2
_1
c ((√2  )  + 23) 

  2 
[2]
[3]
[2]
M
81
15 a Express 60 and 36 as products of primes. [2]
b Hence find the LCM of 60 and 36. [2]
c Planet Carceron has two moons, Anderon and Barberon. Anderon
completes a full orbit of Carceron every 60 days, and Barberon completes
a full single orbit of Carceron in 36 days. If Anderon, Barberon and Carceron
lie on a straight line on 1 March 2023, on which date will this next be true?[2]
SA
16 A code is developed as follows. Each letter of the alphabet is given a number, in

order from 1 to 26. So A = 1, B = 2, C = 3, …, Z = 26.
For any word with three letters, the numbers corresponding to its letters are
written as powers of the prime numbers 2, 3 and 5 in order and the answers are
multiplied together.
Find the word with code 7500. [4]
SELF ASSESSMENT
Use your answers to the practice questions to assess what you already know and to
analyse your strengths and weaknesses.
What areas are you good at?
Which areas require more work?
What work will you do?
37
Unit 1
Past paper questions TIP

1 Find the highest odd number that is a factor of 60 and a factor of 90. [1] Unit 1 Past Paper
Cambridge IGCSE Mathematics (0580) Paper 11 Q8, June 2020 Questions Resource
Sheet is available on
Cambridge GO.
2 By rounding each number in the calculation correct to 1 significant figure, estimate
38.7 × 3.115
___________
the value of      .
20.3 − 4.1  2
You must show all your working. [2]
E
Cambridge IGCSE Mathematics (0580) Paper 11 Q20, June 2021
3 a Write down the mathematical name for a polygon with 5 sides. [1]
b Work out the interior angle of a regular 18-sided polygon. [2]

4 a
b i
ii
1
Write  ______________
318 ÷ 3t = 36
Find the value of t.
Simplify.
8w10 × 6w5 [2]
PL
    as a power of 2. [1]
2×2×2×2×2
t= [1]
M
5
NOT TO
59° 37° SCALE
SA
a°
c°
b°
The diagram shows two parallel lines intersected by two straight lines.
Find the values of a, b and c
a=
b=
c= [3]
145
6 Zachary asks the 30 students in his class which is their favourite sport.
The table shows the results.
Netball Football Hockey Tennis

7 12 6 5
Complete the pictogram. [Using Figure 1 in the Unit 1 Past Paper Questions Resource Sheet.]
Netball
E
Football
Hockey

Tennis
Key:
PL
represents 4 people [2]
M
7 A
NOT TO
38°
SCALE
SA
D
B C
In the triangle ABC, AB = AC and angle BAC = 38°.

BCD is a straight line.
Work out angle ACD.Angle ACD = [3]
8 Simplify.
4p5q3 × p2q−4 [2]
146
Unit 1
9 a Using the integers from 60 to 75 only, find

i a multiple of 17, [1]
ii the prime numbers. [2]
b Find
i the square root of 4489, [1]
ii 43, [1]
3
_______
iii √274625 , [1]
iv 2−3 × 242. [1]
c Write down the reciprocal of 7. [1]
E
d Write 3.72194 correct to 3 decimal places. [1]
e Find the lowest common multiple (LCM) of 8 and 14. [2]
f The average temperature at the North Pole is −23 °C in January and −11 °C in March.
i Find the difference between these temperatures.
10 a

b
ii
23 = 4 p
_3
PL
The average temperature in July is 28 °C higher than the average temperature in March.
Find the average temperature in July.
Simplify (81y  16)   4.

°C
°C
[1]
[1]
[2]
M
Find the value of p. p= [1]
SA
147
Unit 1 Project
Star polygons
Here is a five-pointed star:
TIP
If you have access
to the internet, you
E
can find information
to help you explain
your findings on the
NRICH website.
Go to the NRICH
website to do this.
PL
Draw some five-pointed stars of your own. Make sure your lines are straight.
Measure the interior angles at the five points and add them together.
What do you notice?
Here is a seven-pointed star:

M
SA
Draw some seven-pointed stars of your own.

Measure the interior angles at the seven points and add them together.
What do you notice? How can you explain your findings?
Try to state and prove similar results for a star with any number of points.
148
Cambridge IGCSE™
E
Mathematics
Core PL PRACTICE BOOK
Karen Morrison
M
SA
Third edition Digital Acess
Contents
Contents
Introductionviii 4.2 Organising data 31
4.3 Using charts to display data 34
How to use this series x 5 Fractions, percentages and
E
standard form 40
1 Review of number concepts 1
5.1 Revisiting fractions 40
1.1 Different types of numbers 1
5.2 Operations on fractions 40
1.2 Multiples and factors 2
5.3 Percentages 42
1.3 Prime numbers 3
1.7 Rounding and estimating
2 Making sense of algebra

PL
2.1 Using letters to represent unknown

10
4
5
7
8
5.4 Standard form
6 Equations, factors and formulae

6.1 Solving equations
6.2 Factorising algebraic expressions
6.3 Rearranging formula
45
48
48
49
50
M
values10 7 Perimeter, area and volume 53
2.2 Substitution 11 7.1 Perimeter and area in two
dimensions53
2.3 Simplifying expressions 12
7.2 Three-dimensional objects 58
2.4 Working with brackets 13
7.3 Surface areas and volumes of solids 59
2.5 Indices 14
SA
3 Lines, angles and shapes 18 8 Introduction to probability 66

3.1 Lines and angles 18 8.1 Understanding basic probability 66
3.2 Triangles 21 8.2 Sample space diagrams 69
3.3 Quadrilaterals 23 8.3 Combining independent and
3.4 Polygons 25 mutually exclusive events 70
3.5 Circles 26
9 Sequences and sets 73
3.6 Construction 27
9.1 Sequences 73
4 Collecting, organising and 9.2 Rational and irrational numbers 75
displaying data 30 9.3 Sets 75
4.1 Collecting and classifying data 30
v
CAMBRIDGE IGCSE™ MATHEMATICS: CORE PRACTICE BOOK
10 Straight lines and quadratic 15.3 Understanding the tangent, cosine

expressions79 and sine ratios 120
10.1 Straight line graphs 79 15.4 Solving problems using

trigonometry122
10.2 Quadratic expressions 82
16 Scatter diagrams and correlation 126
11 Pythagoras’ theorem and similar 16.1 Introduction to bivariate data 126
shapes86
11.1 Pythagoras’ theorem 86 17 Managing money 130
E
11.2 Understanding similar triangles 88 17.1 Earning money 130
11.3 Understanding similar shapes 90 17.2 Borrowing and investing money 131
11.4 Understanding congruence 91 17.3 Buying and selling 132
12 Averages and measures of spread 94

12.1 Different types of average
12.2 Making comparisons using
averages and ranges
PL
12.3 Calculating averages and ranges
for frequency data
13 Understanding measurement
94
97
98
102
18 Curved graphs
18.1 Review of quadratic graphs
(the parabola)
18.2 Drawing reciprocal graphs
(the hyperbola)
18.3 Using graphs to solve quadratic
equations138
135
135
137
M
19 Symmetry 141
13.1 Understanding units 102
19.1 Symmetry in two dimensions 141
13.2 Time 104
19.2 Angle relationships in circles 142
13.3 Limits of accuracy – upper and
lower bounds 105
20 Ratio, rate and proportion 145
13.4 Conversion graphs 106
SA
20.1 Working with ratio 145

13.5 Exchanging currencies 108
20.2 Ratio and scale 146
20.3 Rates 147
14 Further solving of equations and
inequalities111 20.4 Kinematic graphs 148
14.1 Simultaneous linear equations 111 20.5 Proportion 150

21 More equations and formulae 154
21.1 Setting up equations to solve
15 Scale drawings, bearings and
problems154
trigonometry117
15.1 Scale drawings 117 22 Transformations 157
15.2 Bearings 118 22.1 Simple plane transformations 157
vi
Contents
23 Probability using tree diagrams 23.3 Calculating probability from

and Venn diagrams 164 Venn diagrams 166
23.1 Using tree diagrams to show Acknowledgements168

outcomes164
tree diagrams 164
E
PL
M
SA
vii

Throughout this book, you will notice lots of different features that will help
your learning. These are explained below.
Exercises
These help you to practise skills that are important for studying
E
Cambridge IGCSE™ Mathematics.There are two types of exercise:
• Exercises which let you practise the mathematical skills you have learned.
• Review exercises which bring together all the mathematical concepts in a
chapter, pushing your skills further.
KEY LEARNING STATEMENT
REFLECTION
PL
This will remind you of what you should already know from your previous
study in order to complete the exercises in this section.
At the end of some exercises you will find opportunities to think about the
approach that you take to your work, and how you might improve this in
KEY CONCEPTS
These summarise the
important concepts
that are covered in
each section.
M
the future.
TIP
The information
in these boxes will
SELF ASSESSMENT help you complete
the exercises, and
At the end of some exercises, you will find opportunities to help you assess give you support in
your own work, and consider how you can improve the way you learn. areas that you might
SA
find difficult.
This icon shows you where you should complete an exercise without using
your calculator.
ix
Chapter 1: Review of
number concepts
KEY LEARNING STATEMENTS KEY CONCEPTS
• Real numbers are either rational or irrational. • Classifying and
using different
E
a
• You can write rational numbers as fractions in the form __ where a and b types of
b
are integers and b Þ 0. (Integers are negative and positive whole numbers, numbers.
and zero.) • Interpreting
• Rational numbers include integers, fractions, recurring and terminating and using the
symbols =, Þ,
1
decimals and percentages.
Natural numbers
Integers
Prime numbers
PL
Copy and complete this table by writing a definition and giving an example
of each type of number.
Mathematical name Definition Example

TIP
,, ., < and >.
Knowing the correct

mathematical
terms is important
for understanding
questions and
M
Square numbers communicating
mathematically.
Fractions
2 Give an example to show what each of the following symbols means.

_
a . b < c ∴ d √
SA
e Þ f > g ,
3 Look at this set of numbers.
1
3, −2, 0, 1, 9, 15, 4, 5, −7, 10, 32, −32, 21, 23, 25, 27, 29, _
2
a Which of these numbers are not natural numbers?

b Which of these numbers are not integers?
c Which of these numbers are prime numbers?
d Which of these numbers are square numbers?
1
4 List:
a four square numbers greater than 100
1
b four rational numbers smaller than  _ 
3
c two prime numbers that are .80
d the prime numbers ,10.
5 Write each amount as a number.
a Three hundred and sixty-five thousand, two hundred and eighty-nine.
E
b One billion, seven hundred and three million, four hundred and seventy-three
thousand, two hundred and twelve.

KEY LEARNING STATEMENTS
•
•
PL
When you multiply a number by another number you get a multiple of
the original number.
The lowest common multiple (LCM) of two numbers is the lowest
number that is a multiple of both numbers.
Any number that will divide into a number exactly is a factor of that
number.
The highest common factor (HCF) of two numbers is the highest number
KEY CONCEPT
Finding the highest
common factor and
lowest common
multiple of two
numbers.
M
that is a factor of both numbers.
1 Find the LCM of the given numbers.

TIP
To find the LCM of a
e 36 and 9 f 12 and 8 g 9 and 24 h 12 and 32 set of numbers, you
SA
can list the multiples

2 Find the HCF of the given numbers.
of each number until
a 12 and 18 b 18 and 36 c 27 and 90 d 12 and 15 you find the first
multiple that is in
e 20 and 30 f 19 and 45 g 60 and 72 h 250 and 900 the lists for all of the
3 Amira has two rolls of cotton fabric. One roll has 72 metres on it and the other numbers in the set.
has 90 metres on it. She wants to cut the fabric to make as many equal length
pieces as possible of the longest possible length. How long should each piece be?
TIP
You need to work out whether to use LCM or HCF to find the answers.
Problems involving LCM usually include repeating events. Problems involving
HCF usually involve splitting things into smaller pieces or arranging things in
equal groups or rows.
2
4 In a shopping mall promotion every 30th shopper gets a $10 voucher and every
120th shopper gets a free meal. How many shoppers must enter the mall before one
receives both a voucher and a free meal?
5 Amanda has 40 pieces of fruit and 100 sweets to share with the students in her
class. She is able to give each student an equal number of pieces of fruit and an
equal number of sweets. What is the largest possible number of students in her
class?
6 Sam has sheets of green and yellow plastic that he wants to use to make a square
chequerboard pattern on a coffee-table top. Each sheet measures 210 cm by 154 cm.
The squares are to be the maximum size possible. What will be the length of the side
of each square and how many will he be able to cut from each sheet?
E
REFLECTION
Read these problems carefully. How can they help you to recognise similar
problems in future, even if you are not told to use HCF and LCM?
1.3 Prime numbers

•
•
PL
Prime numbers only have two factors: 1 and the number itself.
Prime factors are factors of a number that are also prime numbers.
KEY CONCEPT
Prime numbers and
prime factors.
M
• You can write any number as a product of prime factors. Remember the
number 1 itself is not a prime number, so you cannot use it to write a
number as the product of its prime factors.
• You can use the product of prime factors to find the HCF or LCM of two
numbers.
SA
1 Identify the prime numbers in each set.

a 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
b 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60
c 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105
2 Express the following numbers as a product of their prime factors.
TIP
a 36 b 65 c 64 d 84
You can use a tree
e 80 f 1000 g 1270 h 1963 diagram or division to
find the prime factors
3 Find the LCM and the HCF of the following numbers by using prime factors.
of a composite
a 27 and 14 b 85 and 15 c 96 and 27 d 53 and 16 whole number.
3

• Integers are directed whole numbers. • Using directed
numbers
• You write negative integers with a minus (−) sign. Positive integers may in practical
be written with a plus (+) sign, but usually they are not. situations.
• In real life, negative numbers are used to represent temperatures below • Basic calculations
zero; movements downwards or left; depths; distances below sea level; with positive
bank withdrawals and overdrawn amounts, and many more things.
E
and negative
numbers.
1 If the temperature is 4 °C in the evening and it drops 7 °C overnight, what will the
temperature be in the morning?
2 Which is colder in each pair of temperatures?
3
a 0 °C or −2 °C b
PL
9 °C or −9 °C c −4 °C or −12 °C
An office block has three basement levels (−1, −2 and −3), a ground floor (0) and
15 floors above the ground floor (1 to 15). Where will the lift be in the following
situations?
a
b
c
Starts on the ground floor and goes down one floor then up five?
Starts on level −3 and goes up ten floors?
Starts on floor 12 and goes down 13 floors?
M
d Starts on floor 15 and goes down 17 floors?
e Starts on level −2, goes up seven floors and then down eight?
4 Write the number that is 12 less than:
a 9 b −14 c −2 d 12
5 Calculate:
SA
a −400 ÷ 80 b −54 + 120 + (−25)

− 18
c −3 × (14 − (−12)) d  ___  × 3
6
e 13 + (−7) + 25 + (−15)
6 The table shows how much the value of a rupee changed in comparison to the
euro over a period of five days. The rate was 80.72 rupees : 1 euro before any
changes were recorded.
Day 1 2 3 4 5
Change −0.25 +0.14 −0.27 −2.08 −3.04
a What was the value of the rupee compared to the euro and the end of day 3?
b What was the total change over the period of five days? Give your answer as a
directed number.
4

• Index notation is a way of writing repeated multiplication. For example, • Calculating with
you can write 2 × 2 × 2 as 23. 2 is the base and 3 is the index that tells squares, square
you how many times 2 is multiplied by itself. roots, cubes,
x __ cube roots and
• The √n of a number is the value that is multiplied by itself x times to other powers
reach that number. and roots of
• Any number to the power of 0 is equal to 1: a0 = 1. numbers.
E
• Negative indices are used to write reciprocals. a–m is the reciprocal of am • The meaning
because a–m × am = 1. of zero and
negative
• To multiply numbers with the same base you add the indices. In general indices.
terms am × an = am + n.
1
•
Calculate.
a
e
32
am
In general terms ___n = am − n.
a
b
f
182
PL
To divide numbers with the same base you subtract the indices.
To raise a power to another power you multiply the indices. In general

terms (am) n = amn.
c
g
212 d
h
252
• The laws of
indices.
M
63 153 183 353
2 Find these roots. TIP
_ 3
_ _
a √ 121 b √ 512 c √ 441 If you don’t have a
3
_ 3
_ _ calculator, you can
d √ 1331 e √ 46656 f √ 2601
use the product of
_ _ _
g √ 3136 h √ 729 i
4
√ 1296 prime factors to
SA
find the square root

3 Find all the square and cube numbers between 100 and 300. or cube root of a
number.
4 Which of the following are square numbers and which are cube numbers?
1, 24, 49, 64, 256, 676, 625, 128
5 Simplify.
_ _ _ _ _
a √9 + √16 b √9 + 16 c √ 64 + √36
___
√__
36
_ _ 2
d √ 64 + 36 e f (√25 )
_ 4
√9 _ _ _
___ 3 3
g _ h √ 169 − 144 i √ 27 − √1
√ 16 ___
_
√
9
_ _ _
+ __
3
j √ 100 ÷4 k √1 l √ 16 × √27
16
5
6 Evaluate.
a 43 b 74
c 164 d 123
e 203 f 105
g 133 − 35 h 33 + 27
3
_
i
√64  + 4  5 j (24)3
7 Rewrite each of the following using only positive indices.
E
a 4−1 b 5−1
c 8−1 d 5−2
e 3−3 f 2−5
g 3−4 h 8−6
8
i 23−3
Express each term using a negative index.
1
a  _ 
2
1
c  __2 
3 
1
e  __3 
3 
PL
j
6
1
b  _ 
1
12−4
d  __3 
2 
1
f  __4 
2 
M
1 1
g  ___2  h  __3 
11  4 
2 3
i  __  j  _ 
10 9
9 Simplify. Leave your answers in index form.

a 32 × 36 b 10−2 × 104
SA
c 38 × 3−5 d 50 × 32
e 2−3 × 2−4 f 3 × 32 × 3−2
g 40 × 4−2 × 4 h 102 × 103 × 10−2
i (32)0 j (43)4
k (3−2)−3 l (4−3 × 42)−2
1 0  6 10  0
m  ____   n  ___4 
10  −3 10 
2  −4 4   3
o  ___   p  ___  
2  −5 4  −3
6

KEY LEARNING STATEMENTS KEY CONCEPT
• When there is more than one operation to be done in a calculation you Calculating using
must work out the parts in brackets first. Next deal with powers and the correct order
roots. Then do any division or multiplication (from left to right) before of operations.
adding and subtracting (from left to right).
• Long fraction lines and square or cube root signs act like brackets,
indicating parts of the calculation that have to be done first.
E
• Scientific calculators apply the rules for order of operations automatically.
If there are brackets, fractions or roots in your calculation you need to
enter these correctly on the calculator. When there is more than one
term in the denominator, the calculator will divide by the first term only
unless you enter brackets.
1
a
c
e
g
8+3×6
8×3−4+5
6.5 × 1.3 − 5.06
6.54
7.6
1.453 +  ___ 
3.2
i  ____ − 1.08
PL
Calculate and give your answer correct to two decimal places.
b
d
f
(8 + 3) × 6
12.64 + 2.32 × 1.3
(6.7 ÷ 8) + 1.6
5.34 + 3.315
__________
h    
4.03
5.27
j  ________ 
 
TIP
Remember the order
of operations using
BODMAS:
Brackets
Orders
Divide
Multiply
M
2.3 1.4 × 1.35 Add
11.5 0.23 × 4.26 Subtract
k  ________  l  _________ 
2.9 − 1.43 1.32 + 3.43
Some people
8.9 12.6 1.98
m 8.9 − ____
    n  ____  − ____
    remember the order
10.4 8.3 4.62 of operations as
o 12.9 − 2.032 p (9.4 − 2.67)3 BIDMAS – I stands
SA
for indices.
r (____  − 1.01) 
2
16.8
q 12.022 − 7.052  
9.3
4. 07  2 1.4 1.2
s  ________  t 6.8 + ___     − ___    
8.2 − 4.09 6.9 9.3
4.3 + (1.2 + ___

   )  v  ___  + ( ___
   ) 
2 2
1.6 6.1 2.1
u
5 2.8 1.6
x (4.8 − ___    )× 4.3

1
w 6.4 − (1.22 + 1.92)2
9.6
7

• You may be asked to round numbers to a given number of decimal • Rounding
places or to a given number of significant figures. numbers to a
given number of
• To round to a decimal place:
decimal places
◦ look at the value of the digit to the right of the place you are or significant
rounding to figures.
◦ if this value is <5 then you round up (add 1 to the digit you are
E
rounding to) • Estimating an
◦ if this value is <4 then leave the digit you are rounding to as it is. approximate
answer.
• To round to a significant figure:
◦ the first non-zero digit (before or after the decimal place in a
number) is the first significant figure
1
•
i
◦
PL
find the correct digit and then round off from that digit using the
rules above.
Estimating involves rounding values in a calculation to numbers that are
easy to work with (usually without the need for a calculator).
An estimate allows you to check that your calculations make sense.
Round these numbers to:

two decimal places
ii one decimal place
TIP
If you are told what
M
iii the nearest whole number. degree of accuracy
to use, it is important
a 5.6543 b 9.8774 c 12.8706 d 0.009 to round to that
e 10.099 f 45.439 g 13.999 h 26.001 degree. If you are not
told, you can round
2 Round each of these numbers to three significant figures. to three significant
a 53 217 b 712 984 c 17.364 d 0.007279 figures.
SA
3 Round the following numbers to two significant figures.

a 35.8 b 5.234 c 12 345 d 0.00875
e 432 128 f 120.09 g 0.00456 h 10.002
4 Use whole numbers to show why these estimates are correct.
a 3.9 × 5.1 is approximately equal to 20
b 68 × 5.03 is approximately equal to 350
c 999 × 6.9 is approximately equal to 7000
d 42.02 ÷ 5.96 is approximately equal to 7
5 Estimate the answers to each of these calculations to the nearest whole number.
a 5.2 + 16.9 − 8.9 + 7.1 b (23.86 + 9.07) ÷ (15.99 − 4.59)
9.3 × 7.6 _
c  _______  8. 9  2 × √8.98  
d
5.9 × 0.95
8
REVIEW EXERCISE
1 List the integers in the following set of numbers.
3
_ 1
24 0.65 −12 3_ 0 −15 0.66 −17
4 2
2 List the first five multiples of 15.

3 Find the lowest common multiple of 12 and 15.
E
4 Write each number as a product of its prime factors.
a 196 b 1845 c 8820
5 Find the HCF of 28 and 42.
6 Simplify:
TIP
8
a
d
_
√ 100
_
÷ √4
4
23 × √1296
5.4 × 12.2
________
4.1
3.8 × 12.6
________
4.35
_
b
f
_
√ 100
− 24 ×
e
PL
÷4
3
_
√ 343
c
g
1
_
Calculate. Give your answer correct to two decimal places.

12. 2
____
2
3. 9 2
2.8 × 4. 2 2
________
3. 3 2 × 6. 2 2
Write each of the following in the form of 3x.
_3
(3√64 )
(2) +
−2
5
_
√1
f
d
12.65
_____
2.04
43 + 92
(2)
1
_
−4
+ 1.7 × 4.3
2.5 − (3.1 + ___)

0.5
5
_ 6
− √46 656
2
If there are brackets,
fractions or roots in
your calculation you
need to enter these
correctly on the
calculator. When there
is more than one term
in the denominator,
the calculator will
divide by the first
M
1
_ 1
_ term only unless you
a 1 b 27 c d
9 3 enter brackets.
3
__
8
e 34 × 3−2 f g (32)4 h (3−2)2
38
34 × 37 25 × 24 2 3 × 2 −4 4×4 −3
a _____ b _____ c ______
d ______
SA
3 4 2 3 2 2 × 2 −2 4 −2 × 40
10 Round each number to three significant figures.
a 1235.6 b 0.76513 c 0.0237548 d 31.4596
11 Naresh has 6400 square tiles. Is it possible for him to arrange these to make a
perfect square? Justify your answer.
12 Ziggy has a square sheet of fabric with sides 120 cm long. Is this big enough
to cover a square table of area 1.4 m2? Explain your answer.
13 A cube has a volume of 3.375 m3. How high is it?
14 Estimate the answer to each of these calculations to the nearest whole number.
a 9.75 × 4.108 b 0.0387 ÷ 0.00732
36.4 × 6.32
_______
_____
c d √ 64.25 × 3.098 2
9.987
9
Cambridge IGCSE™
E
Mathematics
Extended PL PRACTICE BOOK
Karen Morrison
M
SA
Third edition Digital Acess
Contents
Contents
Introduction viii 4 Collecting, organising and
displaying data 30
4.1 Collecting and classifying data 30
How to use this series x
4.2 Organising data 31
E
Unit 1 4.3 Using charts to display data 34
1 Review of number concepts 1 Unit 2

1.1 Different types of numbers 1
5 Fractions, percentages and
1.2
1.3
1.4
1.5
1.6
1.7
Multiples and factors
Prime numbers
PL
Working with directed numbers 4
Powers, roots and laws of indices5
Order of operations
Rounding and estimating
2
3
7
8 6
standard form
5.1
5.2
5.3
5.4
Revisiting fractions
Operations on fractions
Percentages
Standard form
Equations, factors and formulae
41
41
41
43
46
49
M
2 Making sense of algebra 11 6.1 Solving equations 49
2.1 Using letters to represent 6.2 Factorising algebraic
unknown values 11 expressions51
2.2 Substitution 12 6.3 Rearranging formulae 52
SA
2.3 Simplifying expressions 13 7 Perimeter, area and volume 55

2.4 Working with brackets 14 7.1 Perimeter and area in two
2.5 Indices 15 dimensions55
7.2 Three-dimensional objects 60
3 Lines, angles and shapes 19
7.3 Surface areas and volumes of
3.1 Lines and angles 19 solids61
3.2 Triangles 21
8 Introduction to probability 68
3.3 Quadrilaterals 23
8.1 Understanding basic probability 68
3.4 Polygons 26
8.2 Sample space diagrams 71
3.5 Circles 27
8.3 Combining independent and
3.6 Construction 27 mutually exclusive events 72
v
CAMBRIDGE IGCSE™ MATHEMATICS: EXTENDED PRACTICE BOOK
Unit 3 13.2 Time 120

13.3 Limits of accuracy – upper and
9 Sequences, surds and sets 76
lower bounds 121
9.1 Sequences 76
13.4 Conversion graphs 123
9.2 Rational and irrational numbers 78
13.5 Exchanging currencies 125
9.3 Surds 79
14 Further solving of equations and
9.4 Sets 82 inequalities129
10 Straight line graphs and quadratic
E
14.1 Simultaneous linear equations 129
equations87
10.1 Straight line graphs 87
14.3 Regions in a plane 133
10.2 Quadratic expressions and
14.4 Completing the square 135
equations91
11 Pythagoras’ theorem and similar

shapes98
11.1 Pythagoras’ theorem PL
11.2 Understanding similar triangles100
11.3 Understanding similar shapes 102
11.4 Understanding congruence
98
103
14.5 Quadratic formula
14.6 Factorising quadratics where
the coefficient of x 2 is not 1
14.7 Algebraic fractions
15 Scale drawing, bearings and

trigonometry140
136
137
138
M
15.1 Scale drawings 140
12 Averages and measures of 15.2 Bearings 141
spread108
15.3 Understanding the tangent,
12.1 Different types of average 108 cosine and sine ratios 143
12.2 Making comparisons using 15.4 Exact trigonometric ratios 145
SA
averages and ranges 110

15.5 Solving problems using
12.3 Calculating averages and trigonometry146
ranges for frequency data 111
15.6 Sine, cosines and tangents of
12.4 Estimating the mean and angles more than 90° 148
finding the modal class for
grouped data 113 15.7 The sine and cosine rules 149
12.5 Quartiles 114 15.8 Area of a triangle 152

15.9 Trigonometry in three
Unit 4 dimensions153
13 Understanding measurement 118 16 Scatter diagrams and correlation 159
13.1 Understanding units 118 16.1 Introduction to bivariate data 159
vi
Contents
Unit 5 Unit 6
17 Managing money 164 21 Ratio, rate and proportion 198
17.1 Earning money 164 21.1 Working with ratio 198
17.2 Borrowing and investing 21.2 Ratio and scale 199
money165 21.3 Rates 200
17.3 Buying and selling 167 21.4 Kinematic graphs 202
18 Curved graphs 170 21.5 Proportion 205
E
18.1 Review of quadratic graphs 21.6 Direct and inverse proportion
(the parabola) 170 in algebraic terms 206
18.2 Drawing reciprocal graphs 22 More equations, formulae and
(the hyperbola) 172
18.3 Using graphs to solve
quadratic equations
18.4 Simultaneous linear and
non-linear equations
18.5 Other non-linear graphs
18.6 Finding the gradient of a
curve177
PL 173
174
175
functions211
22.1 Setting up equations to solve
problems
22.2 Using and rearranging
formulae213
22.3 Functions and function
notation214
211
M
23 Transformations and vectors 218
18.7 Derivatives of functions 178
23.1 Simple plane transformations 218
19 Symmetry 182 23.2 Further transformations 222
19.1 Symmetry in two dimensions 182 23.3 Vectors 225
19.2 Symmetry in three dimensions 183
SA
24 Probability using tree diagrams

19.3 Symmetry properties of circles 184 and Venn diagrams 233
19.4 Angle relationships in circles 186 24.1 Using tree diagrams to show
outcomes233
20 Histograms and cumulative
frequency diagrams191 24.2 Calculating probability from
tree diagrams 234
20.1 Histograms 191
20.2 Cumulative frequency 193
Venn diagrams 235
24.4 Conditional probability 237
Acknowledgements242
vii

This resource supports learners who are studying the Extended syllabus, for which
knowledge of Core content is also required, and therefore includes questions on
both the Core and Extended syllabus content. (Note that in the Coursebook,
Extended-only content is flagged. No such flagging has been included in this
resource as all the material is relevant for students studying the Extended syllabus.)
Throughout this book, you will notice lots of different features that will help
E
your learning. These are explained below.
Exercises
These help you to practise skills that are important for studying Cambridge
PL
IGCSE™ Mathematics.There are two types of exercise:
• Exercises which let you practise the mathematical skills you have learned.
Review exercises which bring together all the mathematical concepts in a
chapter, pushing your skills further.
KEY LEARNING STATEMENT

This will remind you of what you should already know from your previous
study in order to complete the exercises in this section.
KEY CONCEPTS
These summarise
the important
M
concepts that
are covered in
REFLECTION each section.
At the end of some exercises you will find opportunities to think about the
approach that you take to your work, and how you might improve this in TIP
the future.
SA
The information in
these boxes will help
you complete the
SELF ASSESSMENT
exercises, and give
At the end of some exercises, you will find opportunities to help you assess you support in areas
your own work, and consider how you can improve the way you learn. that you might
find difficult.
This icon shows you where you should complete an exercise without using
your calculator.
ix
Chapter 1: Review of
number concepts
• Real numbers are either rational or irrational. • Classifying and
using different
E
a
• You can write rational numbers as fractions in the form __ where a and b types of
b
are integers and b Þ 0. (Integers are negative and positive whole numbers, numbers.
and zero.)
• Interpreting
• Rational numbers include integers, fractions, recurring and terminating and using the
decimals and percentages. symbols 5, Þ,
−0.2
natural
−57 3.142 0
PL
Use the numbers in the box. List the numbers that are:
a b integers
0.3̇ 1
c
51
prime
10 270
1
− __
4
d
2
__
7
fractions.
11
3
_
√ 512
,, ., < and >.
M
2 List:
a four square numbers greater than 100.
1
b four rational numbers smaller than __.
3
c two prime numbers that are . 80.
d the prime numbers , 10.
SA
3 What number is halfway between:

a 6.2 and 6.5 b 4 and 1.2 c −3 and 7 d 39 and 40.1
4 Two of the highest earning films of all time are Avatar, with gross earnings of
two billion, eight hundred and forty-seven million, three hundred and seventy-
nine thousand, seven hundred and ninety-four dollars and Avengers: Endgame
with gross earnings of two billion, seven hundred and ninety-seven million, five
hundred and one thousand, three hundred and twenty-eight dollars.
a Write each amount in digits.
b What is the difference between the two amounts?
Give your answer in digits and in words.
1

• When you multiply a number by another number you get a multiple of Finding the highest
the original number. common factor and
lowest common
• The lowest common multiple (LCM) of two or more numbers is the multiple of two or
lowest number that is a multiple of both (or all) of the numbers. more numbers.
• Any number that will divide into a number exactly is a factor of that
number.
E
• The highest common factor (HCF) of two or more numbers is the
highest number that is a factor of all the given numbers.
1 Find the LCM of the given numbers. TIP
3
a
d
9 and 18
24 and 12
b
e
Find the HCF of the given numbers.

a
d
12 and 18
12 and 15
b
e
PL
12 and 18
36 and 9
18 and 36
20 and 30
c
f
c
f
15 and 18
12 and 8
27 and 90
19 and 45
Amira has two rolls of cotton fabric. One roll has 72 metres on it and the other
To find the LCM of a
set of numbers, you
can list the multiples
of each number until
you find the first
multiple that is in
the lists for all of the
numbers in the set.
M
has 90 metres on it. She wants to cut the fabric to make as many equal length TIP
pieces as possible of the longest possible length. How long should each piece be?
You need to work out
whether to use LCM
4 In a shopping mall promotion every 30th shopper gets a $10 voucher and every or HCF to find the
120th shopper gets a free meal. How many shoppers must enter the mall before one answers. Problems
receives both a voucher and a free meal? involving LCM usually
include repeating
SA
5 Amanda has 40 pieces of fruit and 100 sweets to share with the students in her events. Problems
class. She is able to give each student an equal number of pieces of fruit and an involving HCF usually
equal number of sweets. What is the largest possible number of students in her involve splitting
class? things into smaller
pieces or arranging
6 The Smit family want to tile their rectangular veranda with dimensions things in equal groups
3.2 metres × 6.72 metres with a whole number of identical square tiles. or rows.
They want the tiles to be as large as possible.
a Find the area of the largest possible tiles in cm2.
b How many of these tiles will they need to tile the veranda?
2
REFLECTION
Read through the problems in the exercise carefully.
How can they help you to recognise similar problems in future, even if you are
not told to use HCF and LCM?
1.3 Prime numbers
E
• Prime numbers only have two factors: 1 and the number itself. Prime numbers and
prime factors.
• Factors of a number that are also prime numbers are called prime
factors.
1
•
•
PL
You can write any number as a product of prime factors. Remember the
number 1 itself is not a prime number, so you cannot use it to write a
number as the product of its prime factors.
You can use the product of prime factors to find the HCF or LCM of
two numbers.
Identify the prime numbers in each set.

a 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
M
b 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60
c 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105
2 Express the following numbers as a product of their prime factors.

TIP
a 36 b 65 c 64 d 84
You can use a tree
SA
e 80 f 1000 g 1270 h 1963 diagram or division to

find the prime factors
3 Find the LCM and the HCF of the following numbers by using prime factors. of a composite whole
number.
a 27 and 14 b 85 and 15 c 96 and 27
d 53 and 16 e 674 and 72 f 270 and 234
3

• Integers are directed whole numbers. • Using directed
numbers
• You write negative integers with a minus (−) sign. Positive integers may be in practical
written with a plus (+) sign, but usually they are not. Zero (0) is an integer situations.
because it is a whole number but it is neither negative nor positive.
• Basic calculations
• In real life, negative numbers are used to represent temperatures below with positive
zero, movements downwards or left, depths, distances below sea level,
E
and negative
bank withdrawals and overdrawn amounts, and many more things. numbers.
1 If the temperature is 4 °C in the evening and it drops 7 °C overnight, what will the
temperature be in the morning?
2
3
0 °C or −2 °C b
PL
Which is colder in each pair of temperatures?
a 9 °C or −9 °C c −4 °C or −12 °C
An office block has three basement levels (−1, −2 and −3), a ground floor (0) and
15 floors above the ground floor (1 to 15). Where will the lift be in the following
situations?
a
b
c
Starts on the ground floor and goes down one floor then up five?
Starts on level −3 and goes up ten floors?
Starts on floor 12 and goes down 13 floors?
M
d Starts on floor 15 and goes down 17 floors?
e Starts on level −2, goes up seven floors and then down eight?
4 Write the number that is 12 less than:
a 9 b −14 c −2 d 12
5 Calculate:
SA
a −400 ÷ 80 b −54 + 120 + (−25)

− 18
c −3 × (14 − (−12)) d  ___  × 3
6
e 13 + (−7) + 25 + (−15)
6 The table shows how much the value of a rupee changed in comparison to the
euro over a period of five days. The rate was 80.72 rupees : 1 euro before any
changes were recorded.
Day 1 2 3 4 5
Change −0.25 +0.14 −0.27 −2.08 −3.04
a What was the value of the rupee compared to the euro and the end of day 3?
b What was the total change over the period of five days? Give your answer as a
directed number.
4

• Index notation is a way of writing repeated multiplication. For example, • Calculating with
you can write 2 × 2 × 2 as 23. 2 is the base and 3 is the index that tells squares, square
you how many times 2 is multiplied by itself. roots, cubes,
x __ cube roots and
• The √n  of a number is the value that is multiplied by itself x times to other powers
reach that number. and roots of
• Any number to the power of 0 is equal to 1: a 0 5 1. numbers.
E
• Negative indices are used to write reciprocals. a −m is the reciprocal of am • The meaning of
because a −m × am 5 1. zero, negative
_ _
1
and fractional
• You can use fractional indices to express the roots of numbers. √ a = a   2 , indices.
_ _ m n _ n _
√ a = a   3 and √ a = a    n . For non-unit fractions, a     n = ( )
3 _1 n _1 __m _1
a    n   = (√ a )  m= √ a  m .
1
•
•
PL
To multiply numbers with the same base you add the indices. In general
terms a  m× a  n= a  m + n.
To divide numbers with the same base you subtract the indices.
a  m
In general terms  ___n = a  m − n.
a 
To raise a power to another power you multiply the indices. In general
terms ( a  m)  n= a  mn.
Find all the square and cube numbers between 100 and 300.
• The laws of
indices.
M
2 Simplify.
_ _ _ _ _
√ 9 + √ 16 
a b
√ 9 + 16  c
64 + √ 36 
√
___
√
36
_ _ 2
d
√ 64 + 36  e __
     ( √ 25 ) 
f
_ 4
√ 9  _ _ _
g  ___
3 3
SA
_  h
√ 169 − 144  i √ 27 − √ 1 
√ 16  ___
_
9
√
_ _ _
√ 1 + __
3
j
√ 100 ÷ 4  k      √ 16 × √ 27 
l
16
__ _____
√ √(__ 13 )   
_ _ 2 _ _
3 1
__ 3 3
m √ (− 5)  2  × √ − 1  n       + o √ 1 − √ − 125 
4
3 Find the value of the following.
3
_
a 133 − 35 b 33 + 27 c √ 64  + 4  5
5
_ 6
_
d (24)3 e 5  4× √ 32  f √ 729  × 5  4
4
_
g √ 625  + 5  5
4 A cube has a volume of 12 167 cm3. Calculate:
a the height of the cube b the area of one face of the cube.
5
5 Rewrite each of the following using only positive indices.

a 4−1 b 5−1 c 8−1 d 5−2 e 3−3
f 2−5 g 3−4 h 8−6 i 23−3 j 12−4
6 Express each term using a negative index.

1 1 1 1 1
a  _  b  _  c  __2  d  __3  e  __3 
2 6 3  2  3 
1 1 1 2 3
f  __4  g  ___2  h  __3  i  __  j  _ 
2  11  4  10 9
E
7 Simplify. Leave your answers in index form.
a 32 × 36 b 10−2 × 104 c 38 × 3−5 d 50 × 32
e 2−3 × 2−4 f 3 × 32 × 3−2 g 40 × 4−2 × 4
h 102 × 103 × 10−2
9
i
a
(32)0
1 0  6
 ____
10  −3
 
Write each value using a root sign.

_1
3   2 
Write in index notation.

j
n  ___4 
10 
_1
b 4   3 
_
(43)4
1 0  0
PL
c 5   9 
_1
_5
k (3−2)−3
2  −4
o  ___  
2  −5
d 4   8 
_3
_3
l (4−3 × 42)−2
4  3
p  ___
4  −3
 
e 6   9 
_4
_5
M
_
c (√ 8  )  d (√ 9  )  e (√ 5  ) 
3 3 4 6
a
√ 7  b √ 6 
TIP
Apply the index laws and work in this order:
• simplify any terms in brackets
SA
• apply the multiplication law to numerators and then to denominators

• cancel numbers if you can
• apply the division law if the same letter appears in the numerator and
denominator
• express your answer using positive indices.
10 Evaluate.
c (__
   )  e (__
   ) 
−1 −2
_1 2 _2 5
a 5−2 b 81   2  d 7  −  3
3 2
_1 2 _1 −4
h (0.64   2)  j (3   2 ) 
_1 _3 _1
f 64   6  g 81   4  i 3 × 36   2 
6
11 Evaluate.
− 2  4 6  3
b  _____4  c  _____4 
_1
a (−34) × (−4)2 d 8   3 
( − 2)  ( − 3) 
−  _2  −  _3 
g (   )  h (   ) 
5 2
_ 1 _ 4 1
__ 1
__
e 256  −  4  f 125  −  3 
4 8
−  _  −  _ 
i (___
   )  j (___
   ) 
1 1
8 3 8 2
27 18
12 Calculate.
a 5 − 7(23 − 52) − 16 ÷ 23 b 3(52) − 6(−32 − 42) ÷ −15
E
c −2(−32) + 24 ÷ (−2)3 d −2(3)4 − (6 − 7)6

•
•
PL
When there is more than one operation to be done in a calculation
you must work out the parts in brackets first. Then do any division or
multiplication (from left to right) before adding and subtracting (from left
to right).
Long fraction lines and square or cube root signs act like brackets,
indicating parts of the calculation that have to be done first.
Scientific calculators apply the rules for order of operations automatically.
KEY CONCEPT
Calculating using
the correct order of
operations.
M
If there are brackets, fractions or roots in your calculation you need to
enter these correctly on the calculator. When there is more than one
term in the denominator, the calculator will divide by the first term only
unless you enter brackets.
1 Calculate and give your answer correct to two decimal places.

TIP
SA
a 8+3×6 b (8 + 3) × 6 c 8×3−4÷5
Remember the order
d 12.64 + 2.32 × 1.3 e 6.5 × 1.3 − 5.06 f (6.7 ÷ 8) + 1.6 of operations using
7.6 5.34 + 3.315 6.54 BODMAS:
g 1.453 +  ___  __________
h       i  ____ − 1.08
3.2 4.03 2.3 Brackets
5.27 11.5 0.23 × 4.26 Orders
j  ________  k  ________  l  _________ 
1.4 × 1.35 2.9 − 1.43 1.32 + 3.43 Divide
8.9 12.6 1.98 Multiply
m 8.9 − ____
    n  ____  − ____
    o 12.9 − 2.032 Add
10.4 8.3 4.62
Subtract
r (____  − 1.01) 
2
16.8
p (9.4 − 2.67)3 q 12.022 − 7.052  
9.3 Some people
4.3 + (1.2 + ___    ) 

2
4.07  2 1.4 1.2 1.6 remember the order
s  ________  6.8 +  ___  − ___
t     u of operations as
8.2 − 4.09 6.9 9.3 5
BIDMAS − I stands
v  ___  + ( ___
   )  x (4.8 − ___    )× 4.3
2
6.1 2.1 1
w 6.4 − (1.22 + 1.92)2 for indices.
2.8 1.6 9.6
7

• You may be asked to round numbers to a given number of decimal • Rounding
places or to a given number of significant figures. numbers to a
given number of
• To round to a decimal place: decimal places
◦ look at the value of the digit to the right of the place you are or significant
rounding to figures.
◦ if this value is > 5 then you round up (add 1 to the digit you are
E
rounding to) • Estimating an
◦ if this value is < 4 then leave the digit you are rounding to as it is. approximate
answer.
• To round to a significant figure:
◦ the first non-zero digit (before or after the decimal place in a
number) is the first significant figure
1
•
•
◦
rules above.
PL
find the correct digit and then round off from that digit using the
Estimating involves rounding values in a calculation to numbers that are

easy to work with (usually without the need for a calculator).
An estimate allows you to check that your calculations make sense.
Round these numbers to:

i two decimal places
TIP
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ii one decimal place If you are told what
degree of accuracy to
iii the nearest whole number.
use, it is important to
a 5.6543 b 9.8774 c 12.8706 d 0.0098 round to that degree.
If you are not told,
e 10.099 f 45.439 g 13.999 h 26.001 you can round to 3
2 Round each of these numbers to three significant figures. significant figures.
SA
a 53 217 b 712 984 c 17.364 d 0.007279

3 Round the following numbers to two significant figures.
a 35.8 b 5.234 c 12 345 d 0.00875
e 432 128 f 120.09 g 0.00456 h 10.002
4 Use whole numbers to show why these estimates are correct.
a 3.9 × 5.1 is approximately equal to 20
b 68 × 5.03 is approximately equal to 350
c 999 × 6.9 is approximately equal to 7000
d 42.02 ÷ 5.96 is approximately equal to 7
8
5 Estimate the answers to each of these calculations to the nearest whole number.
a 5.2 + 16.9 − 8.9 + 7.1 b (23.86 + 9.07) ÷ (15.99 − 4.59)
9.3 × 7.6
_________
_
c d 8.9 2 × √ 8.98
5.9 × 0.95
REVIEW EXERCISE
1 State whether each number is natural, rational, an integer and/or a prime
number.
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3 1
− __ 24 0.65 −12 3 __ 0 0.66 17
4 2
2 a List the factors of 36.
4
b
c
d
e
PL
How many of these factors are prime numbers?
Express 36 as the product of its prime factors.
List two numbers that are factors of both 36 and 72.
What is the highest number that is a factor of both 36 and 72?
Write each number as a product of its prime factors.
a 196 b 1845 c 8820
Amira starts a new exercise routine on 3 March. She decides she will swim
every three days and cycle every four days. On which dates in March will she
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swim and cycle on the same day?
5 State whether each equation is true or false.
a 18 ÷ 6 + (5 + 3 × 4) = 20 b 6 × (5 − 4) + 3 = 9
30 + 10
_______
c − 10 = 1 d (6 + 3)2 = 45
30
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6 Simplify:
_ _ _
a √ 100 ÷ √ 4 b √ 100 ÷4
_3
c (3√ 64 ) d 43 + 92
4
_ 3
_
e 23 × √ 1296 f (−2)4 × √ 343
(2) + √1 ( 2 ) − √ 46 656
−2 _ −4 _
1
_ 5 _1 6
g h
9
CONTINUED
7 Calculate. Give your answer correct to two decimal places.
5.4 × 12.2 12.2  2 12.65
a  ________  b  ____   c  _____ + 1.7 × 4.3
4.1 3.9  2 2.04
2.5 − (3.1 + ___

   ) 
2
3.8 × 12.6 2.8 × 4.2  2 0.5
d  ________  e  ________   f
4.35 3.3  2 × 6.2  2 5
8 Write each of the following in the form of 3x.
1 1
a 1 b 27 c  _  d  _ 
9 3
E
___ 3  8
__ 32
__
e √ 27  f 34 × 3−2 g   8  h   4 
3  3
i (32)4 j (3−2)2
3  4 × 3  7
a  _____
a  __5  = 2  x
2 
 
3  4
b  _____
10 Determine the value of x in each equation.

2   2
b PL
2  5 × 2  4
2 × 2x = __
11 Round each number to three significant figures.

a 1235.6 b 0.76513
 
2  3

2  3
  5 
2 
2  3 × 2  −4
c  ______
c  __  = __
c
   
3 3  5
0.0237548
 
2  2 × 2  −2
3  x 3  2
d
d
4 × 4  −3
d  ______
22 × 2−x = __
31.4596
 
4  −2 × 4  0
2  2
  6 
2 
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12 The diagram shows a design for a square
tile with a circle printed on it. The circle TIP
4.8 cm
has a radius of 4.8 cm. You can find the area
a What is the area of the square tile? O of a circle using the
formula A = pr2.
b How much of the square is not covered
by the circle? Give your answer correct
SA
to two decimal places.
13 Ziggy has a square sheet of fabric with sides 120 cm long. Is this big enough
to cover a square table of area 1.4 m2? Explain your answer.
14 A cube has a volume of 3.375 m3. How high is it?
15 Estimate the answer to each of these calculations to the nearest whole number.
a 9.75 × 4.108 b 0.0387 ÷ 0.00732
36.4×6.32 _
c  _________
  d
64.25   ×3.098  2
√
9.987
10
Cambridge IGCSE™
E
Mathematics
Core and Extended PL
TEACHERS RESOURCE
M
SA
Third edition Digital Access
CAMBRIDGE IGCSE™ MATHEMATICS: CORE & EXTENDED TEACHER'S RESOURCE
Contents
Introduction
About the authors
How to use this Teacher’s Resource
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How to use this Teacher’s Resource as CPD
About the syllabus
About the assessment
2
3
4
5
6
7
8
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Making sense of algebra
Lines, angles and shapes
Collecting, organising and displaying data
Fractions, percentages and standard form
Equations, factors and formulae
Perimeter, area and volume
Introduction to probability
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9 Sequences, surds and sets
10 Straight lines and quadratic equations
11 Pythagoras’ theorem and similar shapes
12 Averages and measures of spread
13 Understanding measurement
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14 Further solving of equations and inequalities

15 Scale drawings, bearings and trigonometry
16 Scatter diagrams and correlation
17 Managing money
18 Curved graphs
19 Symmetry
20 Histograms and cumulative frequency diagrams
21 Ratio, rate and proportion
22 More equations, formulae and functions
23 Transformations and vectors

24 Probability using tree diagrams and Venn diagrams
Acknowledgements
Copyright
Additional downloadable resources

The following items are available on Cambridge GO.
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Syllabus correlation grid
Lesson plan template
Letter to parents
Approaches to learning and teaching
Active learning
Assessment for learning
Developing language skills
Differentiation
Language awareness
Metacognition
Skills for Life
PL
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Glossary
Coursebook answers
Core Practice Book answers
Extended Practice Book answers
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How to use this

Teacher’s Resource
This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver the content
E
in our Cambridge resources.
There are teaching notes for each chapter of the Coursebook. Each set of teaching notes contains the following
features to help you deliver the unit.
At the start of each chapter there is a learning plan. This summarises the syllabus learning objectives and the
related Coursebook learning intentions. Where parts of syllabus learning objectives are not covered in that
specific chapter, they are shown in grey text.
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Syllabus learning objectives Learning intentions Resources
Background knowledge gives guidance on what prerequisite knowledge and skills students should have before
they start each chapter.
BACKGROUND KNOWLEDGE
A common misconceptions table identifies common misconceptions that students may have about the topic and
suggests how you can overcome these.
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Misconception How to identify How to overcome
Language support provides suggestions for supporting your EAL students with the mathematical language
they encounter.
LANGUAGE SUPPORT
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Useful links to digital resources give further engaging resources that you could use with your classes.
Links to digital resources

1. This Venn diagram gives a representation of the various types of numbers and their relationships.
Real-life contexts help you bring the subject of each chapter to life for your students.
REAL-LIFE CONTEXT
For each chapter, there are teaching ideas including starter ideas, main activities, plenary ideas and homework
ideas. The activities include suggestions for how they can be differentiated depending on the needs of your
students. The teaching ideas are intended to provide inspiration for delivering a key concept in the chapter, and
can be used flexibly within your own teaching plan.
Starter ideas
1 Classified numbers (10–15 minutes)
Resources: A list of various types of number; the table in Section 1.1 of the Coursebook showing the
You can download additional resources including presentations for each chapter, problem solving and calculator
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use support, answers to exercises in the Coursebook, Core Practice Book and Extended Practice Book, the
Coursebook glossary, a syllabus correlation grid, lesson plan template and more detailed guidance around
approaches to learning and teaching.
PL
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CAMBRIDGE IGCSE™ CORE AND EXTENDED MATHEMATICS: TEACHER’S RESOURCE
1 Reviewing number
concepts
Learning plan
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Suggested learning hours: 5

C1.1/E1.1 Types of number • identify and classify different Coursebook Sections 1.1, 1.2
zero), prime numbers, square

numbers, cube numbers, common
factors and common multiples,
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Identify and use natural numbers,
integers (positive, negative and
rational and irrational numbers,

and reciprocals.
C1.3/E1.3 Powers and roots

Calculate with squares, square
roots, cubes and cube roots of
numbers and other powers and
types of numbers
• find common factors and
common multiples of numbers
• write numbers as products of
their prime factors
• work with integers used in
real-life situations
• calculate with powers and roots

of numbers
and 1.3
Practice Books Sections 1.1,
1.2 and 1.3
Starter ideas 1 and 2
Main teaching idea 1
Coursebook Section 1.5
Practice Books Section 1.5
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roots of numbers. Main teaching idea 2
C1.6/E1.6 The four operations • revise the basic rules for Coursebook Sections 1.4
Use the four operations for operating with numbers and 1.6
calculations with integers, fractions Practice Books Sections 1.4
and decimals, including correct and 1.6
ordering of operations and use
of brackets. PowerPoints 1.1 and 1.2
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Plenary ideas 1 and 2
C1.7 Indices I • understand the meaning Coursebook Section 1.5
1 Understand and use indices of indices
Core Practice Book
(positive, zero and negative • use the rules of indices Section 1.5
integers).
2 Understand and use the rules
of indices.
Cambridge IGCSE™ Mathematics Core and Extended – Susanto

1 © Cambridge University Press & Assessment 2023

E1.7 Indices I • understand the meaning Coursebook Section 1.5
1 Understand and use indices of indices
Extended Practice Book
(positive, zero, negative, • use the rules of indices Section 1.5
and fractional).
2 Understand and use the rules
of indices.
C1.9/E1.9 Estimation • round numbers in different Coursebook Section 1.7
1 Round values to a specified ways to estimate and
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approximate answers Practice Books Section 1.7
degree of accuracy.
2 Make estimates for calculations Homework ideas 1 and 2
involving numbers, quantities
and measurements.
3 Round answers to a reasonable
of a given problem.
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degree of accuracy in the context
C1.14/E1.14 Using a calculator

1 Use a calculator efficiently.
2 Enter values appropriately on
a calculator.
3 Interpret the calculator
display appropriately.
BACKGROUND KNOWLEDGE
• perform basic calculations
using mental methods and with
a calculator
Coursebook Exercise 1.17
Practice Books Section 1.6
PowerPoint 1.2
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• Learners will already be familiar with most, if still struggle with basic arithmetic and give
not all, of the concepts in this chapter from support so they are able to make progress
their work in Primary and Lower Secondary with the more advanced concepts that will be
Mathematics. This chapter provides covered in later chapters.
opportunities to identify any learners who
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Common misconceptions
Misconception How to identify How to overcome
Learners may often think that Ask learners to give an example of Remind learners that for
fractions and rational numbers a fraction that is not a rational a
a fraction __, there is no
are the same. π b
number, or ask them if __ is both a restriction on the type of
2
fraction and a rational number. numbers represented by a
and b (except that b must
not be zero).
However, for a rational
a
number __, a and b must be
b
non-zero integers.

Common misconceptions continued

Learners may think that the Ask learners whether zero is odd Remind learners of the
number zero is odd, or neither or even. definition of an even
odd nor even. number: a number that is
divisible by 2. Zero can be
divided by 2, and so is even.
Learners may think that irrational Look out for learners who write Remind learners that when
numbers such as π are rational or use the value of π or another they write an answer in
with terminating decimals because irrational number) in its terms of π they can use the
approximate form (3.14 or ___
7)
they are often presented as an 22 equals sign, but otherwise,
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approximation (for example, they need to use the
π ≈ 3.14). but use the equals sign (=) rather approximately equal
than the approximately equal to symbol.
to sign (≈).
TEACHING SKILLS FOCUS
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Area of focus: Metacognition
Specific focus: Thinking aloud
Benefits: Thinking aloud, when used by the
teacher, makes the thinking process clear to
the learners. This is particularly helpful when
learning mathematics because learners can
often find the steps taken to solve a problem to
be mysterious or even magical. By uncovering
the thinking process behind each of the
problem-solving steps, teachers model the
kind of thinking process that learners need to
the board, explain verbally the thinking process
that is taking place while you work through
each step. The decision diagram for problems
involving calculation shown in the Getting
started activity in the Coursebook is a good
example of a thinking process made explicit.
Model Thinking aloud as you work through
questions with the class, and also ask learners to
use it when they are explaining what they have
done to solve a problem.
Reflect: After modelling the Thinking aloud
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follow and understand. When Thinking aloud is strategy, ask yourself if you made all of the
used by learners, it makes their thinking clear thinking process explicit or whether there
for the teacher who can then formatively assess were particular parts you left out. When asking
whether the learners are on the right track or learners to use the strategy, did you try to help
whether there are misconceptions that need to them by telling them your own thinking process
be addressed immediately. or putting your words in their mouth, or did
you encourage them by asking questions to
Practise: You can use this strategy when reveal their thinking? What questions could you
explaining how to find the highest common
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prepare in advance in order to support learners

factor and the lowest common multiple in this in thinking aloud?
chapter. For example, while writing each step on
LANGUAGE SUPPORT
There are differences in the terms used in This may be different in some countries, particularly
some countries. For example, the mnemonic the terms ‘brackets’ versus ‘parentheses’, and
to help remember the order of operations ‘indices’ versus ‘exponents’ which leads to the
used in this book is BODMAS/BIDMAS. alternative mnemonic, PEMDAS.

Links to digital resources

• This Venn diagram gives a representation of the various types of numbers and their relationships.
• In this Factors and Multiples Game, learners can compete or collaborate to find the longest chain possible.
• This social media thread illustrates the problem of ambiguity when it comes to order of operations.
REAL-LIFE CONTEXT
Numbers are used all around us when dealing estimate if we have enough money for the
with quantities and they are involved in almost purchase.
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all our day-to-day activities. For example: • In baking and cooking, we measure
• When shopping, we use numbers when ingredients, often using fractions.
we think about the price per unit of an • When traveling, we need to consider the
item or the mass of a product. We also use distance, time (departure, arrival, duration)
numbers to calculate any discounts and to and cost (fuel, road tolls).
Starter ideas
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1 Classified numbers (10–15 minutes)
Resources: A list of various types of number; the table in Section 1.1 of the Coursebook showing the
different types of number
Description and purpose: In this activity learners will classify numbers according to their type. Briefly review
the different types of numbers using the table in Section 1.1 of the Coursebook and also show learners a
visual representation using a Venn diagram. For example this Venn diagram shows various types of numbers
and their relationships.
Divide the class
__ into two groups. Group A will go first. Write a number or show a prepared number card,
for example √2 and ask Group A to determine what type of number it is. If Group A picks a type of number
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which is not the smallest subset the number belongs to, for example if Group A says ‘real number’, then
Group B has the chance to steal a point by saying ‘irrational number’. Each member of the group takes a
turn at answering, but is allowed to pass if they are unsure. The game continues, alternating between the
two groups. A bonus point can be given if a group is able in addition to identify any special types of number
such as odd, even, prime, square, etc.
What to do next: Based on the learners’ responses, you may want to take some time to review specific types
of numbers.
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2 Factors and multiples game (15–20 minutes)

Resources: Factors and multiples game
Description and purpose: The purpose of this activity is for learners to review factors and multiples in a fun
and engaging way. Instead of using a 100 square grid as in the online version of the factors and multiples
game, use a six by eight grid showing the numbers 1 to 48. The first player circles a number, then the second
player crosses out a number that is either a factor or a multiple of the first number. Players continue circling
(player 1) and crossing out (player 2) numbers. The player who can no longer circle or cross out a number
has 10 points deducted and the game ends. Find the sum of the numbers each player gets (has either circled
or crossed out) and the player with the largest sum after any deduction is the winner.
What to do next: While learners are playing the game in pairs, check to see if any of them are struggling
to find factors or multiples of numbers. You may want to remind them about the concepts and how to
determine them or ask their partners to teach them. If necessary, model playing the game with one of the
learners and use the Thinking aloud strategy to demonstrate the thinking process.

Main teaching ideas

1 Prime factorisation (20–25 minutes)
Learning intention: Learners will make use of prime factorisation to solve problems.
Description and purpose: In this activity learners will find the prime factorisation of numbers using a prime
factor tree and use it to find the highest common factor (HCF) and the lowest common multiple (LCM) in
order to solve problems.
Demonstrate to learners how to find prime factors using a prime factor tree as shown in Worked Example 5
in the Coursebook and show how they can use these to find the HCF and LCM of the numbers.
An alternative method is to use a Venn diagram to show the HCF and LCM visually. For example, the
diagram shows the prime factors of 20 and 42. The HCF is equal to the product of factors in the intersection
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(2) and the LCM is the product of all the factors shown in the Venn diagram (2 × 2 × 3 × 5 × 7 = 420).
20 42
2 2
PL 5 7
3
Show learners that they can also write a number as a product of prime factors using index notation.
For example, 168 = 2 × 2 × 3 × 7 = 23 × 31 × 71. (Note that the power of 1 is usually not written.)
Present the following problems and ask learners to solve them using what they know about prime factorisation.
a If a positive integer, n, is divisible by both 225 and 216, and n = 2x × 3y × 5z, where x, y and z are
positive integers, what are the least values of x, y and z?
b What is the smallest possible integer n such that the product 84 × n is a perfect square?
M
Answers:
a 3, 3, 2
b 21
Differentiation ideas:
Support: Ask the following questions to guide learners in their thinking:
SA
• What does it mean that n is divisible by 225 and divisible by 216?

• What are the prime factorisations of 225 and 216, and how may they help you find the solution?
• What does the phrase ‘least values’ remind you of ?
Challenge: Ask learners to come up with a proof that they are indeed the least values. They may use
proof by contradiction, i.e., assume that there are smaller integers that are the smallest values, and show
that it is a false assumption. Alternatively, learners may show and argue visually using a Venn diagram.
2 Power patterns (25–30 minutes)

Learning intention: Learners will explore patterns in the units (ones) digit of numbers raised to a power and
use the pattern to find the units digit when the number is raised to a high power.
Description and purpose: The purpose of this activity is for learners to explore patterns in the units digit of
numbers when they are raised to a power. Ask learners to start with the number 1 and find its value when it
is raised to different powers (1, 2, 3 …). They should then repeat this starting with each of the numbers from
2 to 10. Ask them to see if they notice any patterns in the units digit each time. For example, the pattern for
the exponents of the number 1 is always 1, for 2, it is 2, 4, 8, 6, 2, 4, 8, 6, … and continues in cycle of 4.

Complete the first two rows of this table and ask learners to complete the remaining rows.
(Answers are shown in red.)
Units digit Pattern of units digit Length of cycle of pattern

1 1 1
2 2, 4, 8, 6 4
3 3, 9, 7, 1 4
4 4, 6 2
5 5 1
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6 6 1
7 7, 9, 3, 1 4
8 8, 4, 2, 6 4
9 9, 1 2
0 0 1
b 3123
c 1999
d 12857 × 429
e 1111 + 1313 + 1515 + 1717
Answers:
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Learners may also notice a pattern for the ‘Length of cycle’ column: 1, 4, 4, 2, 1, … .
Now, ask learners to use what they have found to help them determine the units digit for the following
numbers, and explain their reasoning.
a 271
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a 8
b 7
c 1
d 8
e 6
Differentiation ideas:
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Support: Work through one or two problems together with the learners, to guide them step-by-step
paying particular attention to the thinking process. Remind them that they need only to consider the
units digit.
Challenge: Ask learners to explain why numbers raised to powers follow the particular patterns and also
if they notice a pattern with the lengths of cycle (1, 4, 4, 2, 1 and repeats 1, 4, 4, 2, 1) and why this is so.
Plenary ideas
1 (Dis)order of operations (5–10 minutes)
Resources: A social media thread showing the problem of ambiguity when it comes to order of operations.
Description and purpose: The purpose of this activity is for learners to think about situations where there
may be some ambiguity when using the order of operations and what they need to do.
Present this arithmetic problem to learners and ask them to solve it: 6 ÷ 2(1 + 2)

Learners may disagree about the answer. Some may think that the answer is one while others think it is
nine. Ask learners to try to identify what the problem is. The difficulty might become more obvious if the
multiplication symbol is included between the two and the brackets to give 6 ÷ 2 × (1 + 2), and learners may
find that their calculators give different answers to the calculation if it they input it with and without this
multiplication symbol.
Explain to learners that without a specific context, the order here is not entirely clear and so both answers
can be defended. However, when a context is given, the order will become clear. You can also explain that
including a second set of brackets to indicate either 6 ÷ (2(1 + 2)) or (6 ÷ 2)(1 + 2) will make the
calculation unambiguous.
2. Operations with directed numbers (5–10 minutes)
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Resources: Masking tape
Description and purpose: In this activity learners will explain the rules for operations involving directed
numbers. Ask learners to study the rules for operating with directed numbers shown before Exercise 1.11 in
the Coursebook. Then ask them to explain the reason behind the rules using an analogy.
For example, they may use the analogy of addition as a person moving forward on the number line,
subtracting as moving backward. The positive and negative sign shows which direction the person is facing,
positive is facing to the right on the number line and negative as facing to the left. So, for the calculation
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5 − (−2) the person starts at five, faces left because the two is negative and moves backwards because they
are subtracting. They will land on seven.
For multiplication, a × b, encourage learners to imagine a person starting at zero and to think of b as how
many steps to jump and the direction to be facing (positive to the right and negative to the left) and to
think of a as how many times the person must jump either moving forwards (for positive a) or backwards
(for negative a). So the calculation −4 × −3 means jumping in steps of three while facing left, and jumping
backwards four times, landing on 12.
Learners may demonstrate the operations using a physical number line made using masking tape on
the floor.
Homework ideas
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1 Rounding
Description: Ask learners to compare rounding to significant figures and decimal places. Both methods are
used to round to specific levels of accuracy, but ask learners to explain the difference between them and how
each method is used.
2 Accuracy decisions
Description: Ask learners to create a decision diagram (such as the one found in Question 4 of the Getting
started section in Chapter 1 in the Coursebook) for making decisions about accuracy, i.e. determining when
SA
to round values to estimate.

Unit 1 project guidance

Star polygons
Why do this problem?
E
This problem offers a nice opportunity for students to practise measuring angles in a situation that leads them to
make a discovery that they can then try to prove.
Possible approach
Show the image of the five-pointed star from the problem or draw one, and invite students to draw stars of
their own. Ask them to measure the angles at the points as accurately as they can, and then add the five angles
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together. Collect some of their results on the board.
“It looks like the answers are all around 180°. I wonder if we can prove it?”
There are a number of options for proving the result. Students could create a diagram in GeoGebra and use it to
gain insights about how the different angles change when they change the star.
Students who are fluent in algebra could be encouraged to label the angles in their diagram and use angle rules
to write down relationships between the angles.
Some students may wish to consider the special case of a “regular” star whose points lie at five equally spaced
positions on a circle.
Bring the class together to discuss proof methods and share ideas. Then perhaps go onto the seven-pointed star.
The animation in the problem shows one way of proving the result for a seven-pointed star. The total of the
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angles in the 7 triangles is the same as the sum of the interior angles of the heptagon and twice the sum of the
angles at the points of the star.
Alternatively, some students may wish to consider the angle turned through as they mentally “walk” around the
lines of the star.
Key questions
If you know the five interior angles of the pentagon, what other angles can you work out?
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What do you know about the angle sum of a pentagon?

Could algebra help?
Possible support
Polygon Pictures offers students practice in calculating angles in regular polygons.
Possible extension
Students could investigate stars with more points, or different types of stars made by joining points around a
circle differently. For example, the two stars below have been created by plotting seven points around a circle,
and in the first image joining every third point, and in the second image joining every second point.
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Student solutions
Go to the NRICH website to see some student solutions to this project.
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2 Making sense of algebra

6 Equations, factors and formulae 180

Factorising algebraic expressions

3 Lines, angles and shapes 70 8 Introduction to probability 228

3.1 Lines and angles 72 8.1 Understanding basic probability 229

4 Collecting, organising and Unit 3

10 Straight lines and quadratic 15 Scale drawings, bearings and

Past paper questions for Unit 3

Past paper questions for Unit 4

lower bounds 409 18.3 Using graphs to solve quadratic

20 Histograms and cumulative

Past paper questions for Unit 5 695

22 More equations, formulae and

Setting up equations to solve

24 Probability using tree diagrams

and Venn diagrams 830

Past paper questions for Unit 6 852

How to use this book

IN THIS CHAPTER YOU WILL: Exercise 9.1

These boxes contain questions and activities on

back of this Coursebook.

MATHEMATICAL CONNECTIONS Practice Questions

Projects from NRICH allow you to apply your

indicate that you could try to answer these without

IN THIS CHAPTER YOU WILL:

GETTING STARTED KEY WORDS

puzzle. Each clue should 7 0 4 1 1

d the reciprocal of three to the power of two

e the reciprocal of three-quarters to the power of zero

Use mental Use a Use a written

a Give an example of a problem where an approximate answer is

… −3, −2, −1, 0, 1, 2, 3, …

number, written in the form __

d the first five square numbers PL

e four decimal fractions that are smaller than 0.5

State whether the following will be odd or even.

its meaning is very

Using symbols to link numbers

g −12 . −4 h 19.9 < 20

3 Work with a partner.

1.2 Multiples and factors

e 299 f 350 g 1012 h 9123

The lowest common multiple (LCM)

1 × 12 F12 means the factors

b F25 = 1, 5, 25 Write the factors in numerical order.

c F110 = 1, 2, 5, 10, 11, 22, 55, 110 1 × 110

2 Which number in each set is not a factor of the given number?

The highest common factor (HCF)

APPLY YOUR SKILLS TIP

1.3 Prime numbers

Finding prime numbers

1 2 3 4 5 6 7 8 9 10 Cross out 1, it is not prime.

11 12 13 14 15 16 17 18 19 20 Circle 2, then cross out other

Why do mathematicians find prime numbers exciting? Prime numbers are

5 Is 149 a prime number? Explain how you decided.

2 Making sense of algebra

6 Equations, factors and formulae 180

Factorising algebraic expressions

3 Lines, angles and shapes 70 8 Introduction to probability 228

3.1 Lines and angles 72 8.1 Understanding basic probability 229

Past paper questions for Unit 3

Past paper questions for Unit 4

lower bounds 409 18.3 Using graphs to solve quadratic

Past paper questions for Unit 5 695

and Venn diagrams 830

Past paper questions for Unit 6 852

2 48 Divide by the smallest prime number that will

   of the one to its left. For example, 54 ÷ 5 = 53.

27   3  = ( √ 27 ) 

  =  ( √ 25  

6  2− 11   3   −_

g         +    +   

   )  + ( √144  ) 